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Neuberg, Maurice J. 1888- 
1944. 

Right living 








THe UNIVERSITY OF CHICAGO PUBLICATIONS 
IN RELIGIous EDUCATION 
EDITED BY 


ERNEST D. BURTON SHAILER MATHEWS 
THEODORE G. SOARES 


CONSTRUCTIVE STUDIES 


Digitized by the Internet Archive 
in 2022 with funding from 
Princeton Theological Seminary Library 


https://archive.org/details/rightlivingdiscuOOneub 
@ 


RIGHT LIVING 


THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 


<= 


THE BAKER & TAYLOR COMPANY 
NEW YORK 


THE CAMBRIDGE UNIVERSITY PRESS 
LONDON 


THE MARUZEN-KABUSHIKI-KAISHA 
TOKYO, OSAKA, KYOTO, FUKUOKA, SENDAI 


THE MISSION BOOK COMPANY 
SHANGHAI 


A DISCUSSION COURSE FOR 
GURHe ead DOYS 


By MAURICE J. NEUBERG 





THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO * ILLINOIS 





COPYRIGHT 1925 By 
THE UNIVERSITY OF CHICAGO 


All Rights Reserved 


Published September 1925 


Composed and Printed By 
The University of Chicago Press 
Chicago, Illinois, U.S.A. 


TABLE OF CONTENTS 


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vii 





FOREWORD TO THE PUPIL 


THE JUDGE WHO WAS A THINKER 


Some time ago a number of friends and I went to the 
Children’s Court, where boys and girls are brought be- 
cause of their bad conduct. As we sat there a girl was 
brought in who had been caught stealing money from the 
store-in which she worked. After the accuser told how 
much she stole and how she did it, one of my friends said, 
“She ought to be punished for that!’ But that was not 
what the judge thought. He inquired into the case to find 
out why the girl had stolen. Finally, after having investi- 
gated the case and having made the girl promise that she 
would never steal again, he dismissed her. The judge, you 
see, was a thinker. He would not make any decisions until 
he had investigated and examined the matter. 

Practically all people do one of two things: Some 
jump at conclusions, as did my friend. We call them im- 
pulsive. Others investigate and examine things before 
they decide. We call them thinkers. Of course you prefer 
to belong to the latter type. 

Throughout this course, there will come up some ques- 
tions about which you and the rest of the class will have 
to decide. I am sure almost every hour there is something 
upon which you have to make up your mind and act 
accordingly. Try from now on to be a thinker. 


THE NATURE OF THIS COURSE 


The apostle Paul, speaking of himself, said: ‘‘When I 
was a child, I spoke as a child, I understood as a child, 


I 


2 FOREWORD TO THE PUPIL 


I thought as a child” (I Cor. 13:11), and he might have 
added, “‘I acted as a child, and everybody excused me 
because I did not know any better.”’ The same is true of 
all boys and girls. As they grow up they are expected to 
understand, to speak and to act in a manner different 
from children. When you were a child your father or 
mother decided for you. Now, as you grow into woman- 
hood or manhood, you will be held responsible for what 
you say and do. 

If you were living all alone and never ha to come in 
contact with other people, you could do just as you pleased 
and nobody would ever find fault with you. But, since 
you are living and mingling with others and are going on 
to do so more and more, you will be facing problems of 
right and wrong, and it will be for you to decide how to 
meet such social problems, and what to do. By “‘social 
problems” is meant problems of conduct between you and 
other people. 

The lessons in this book are actual problems that other 
boys and girls of your age have faced. Some of them have 
decided to meet them the wrong way and others the right 
way. The author has written down for you these problems 
and the way the boys and girls have decided about them. 
Under the heading “‘What to Do” you are referred to the 
Bible and to other books that record similar problems and 
show how other people have met them or have been told 
to meet them. 


THE METHOD OF STUDYING THESE LESSONS 


Each lesson is divided into two parts. First, the actual 
stories and questions that are to direct your thinking 
about these problems, with references to the Bible and 


FOREWORD TO THE PUPIL 3 


other books. Second, ‘‘What to Do,” as mentioned in the 
last paragraph, references to ‘‘Stories You Will Enjoy,” 
and a prayer. 

t. Read the stories carefully. 

2. Then imagine yourself to be the person concerned 
in each’story and think out what you would do. 

3. Choose a motto from the references and memorize 
it, and then answer the questions after each story. 

_ 4. Turn to “What to Do.” Remember this part of the 
lesson is just as important as the first, so follow the direc- 
tions carefully. 

5. Write down all your decisions and take the paper 
to the class. 

6. The teacher will probably get the class to discuss 
each problem and at the end take a class vote on the 
decision. 

7. Memorize the prayer at the end of the lesson and 
use It every day that week. 





LESSON 1 


LIFE-SITUATIONS 


The boy who wanted to get a seat.—There was quite a 
crowd getting into the train. Everybody was following 
the crowd. Suddenly a boy pushed himself through the 
crowd. He ran into the car and jumped into the nearest 
empty seat. All the seats were soon taken, and there were 
several ladies left standing in the aisle. A young man who 
sat with the boy got up and gave his seat to one of the 
ladies, who was standing near by. He whispered to the 
boy, ‘“‘You had better give your seat to one of the ladies.”’ 
The boy replied, ‘‘This is none of your business; besides, 
I bought a ticket just like they did.” 


QUESTIONS 


1. Was he right in what he said? Why? 

2. How would he have liked to see his mother standing up 
while another boy was sitting down? 

3. Should the boy have pushed himself ahead of the others, 
since they were there before he arrived? Why? 


The girl who knew how to answer.—Ethel was not yet 
twelve. She entered the street car and handed the con- 
ductor three cents, which was the price of the half-fare. 

“How old are you?” the sturdy conductor asked. 

“Eleven, sir,’ was her reply. 

“You look as if you were fourteen,” he insisted. 

_ “Thank you,” she replied. “This is a compliment you 
are paying me, but I am only eleven. How would you like 
it if somebody spoke like this to your girls?” 

5 


6 RIGHT LIVING 


The conductor blushed and said no more about the 
girl’s age. 
QUESTIONS 


t. What would you have done if you had been in Ethel’s 
place? 

2. Suppose she had become angry with the conductor and 
talked back; what might he have done? 

3. How do you think the conductor felt after she talked to 
him in this manner? How do you think he acted toward other girls 
after this? 


The boy who would not be a sissy.—‘ Jack, why don’t 
you tip your hat to me when you meet me in the street, 
like Ralph does to his sister?’’ his sister asked him. 

“Do you think I am a sissy like Ralph?” 

Jack tips his hat to his teacher, who is not any older 


than his sister. 
QUESTIONS 


1. Is Ralph a sissy for tipping his hat to his sister? Why? 

2. Should a boy be polite to his sister? Why? 

3. Ifa boy does not respect his sister, do you think he will later 
respect older ladies? Why did Jack tip his hat to his teacher? 


REFERENCES 


From the Bible=-V.Cor,13;.Col 4.6: berets <5. 
From general literature.—The Mill on the Floss, by George Eliot. 


WHAT TO DO 


t. Read the stories and in your notebooks write your 
answers to the questions following them. 

2. Sometime during the week talk over these stories 
with your parents or two or three of your grown-up 
friends whom you admire; get their opinions and the © 
reasons for their opinions. Write down on a separate page 
what they say. 


Answers to Questions 


Answers to “What to Do’ 


LESSON ONE 0 


op (Oa Saturday or Sunday morning, read over the les- 
son stories again; also read your opinions and the opinions 
of your friends. Think over these results and see whether 
you wish to change your opinion. If you do, write down 
your new opinion and the reasons for it. 

4. Take all this material which you have prepared to 
Sunday school, where, with the help of your teacher and 
the others in the class, you will discuss each problem. 
After you have heard what the rest say, draw your own 
conclusions, and vote accordingly. Let the secretary of 
the class write down the class decision in the class record- 
book. Copy it in your own book to keep. 

5. Read I Cor. 13. Then read The Mill on the Floss. 
(You can get it at any library.) 

6. Did the people in this story practice what the 
apostle Paul taught in I Cor. 13? 

7. Did the boy who would not give the lady his seat 
practice it? 

8. Did the boy who would not tip his hat to his sister 
practice it? Did Ethel practice it? Which verses do you 
like best in I Cor. 13? Why? 

g. Think out your answers to these questions so that 
you can give your reasons: 

a) Would you rather do an errand for someone who 
spoke pleasantly to you or for someone who spoke 
roughly? 

b) What is likely to become of a boy who is not polite 
when he is small? Why? 

c) What do people think of a boy who is impolite? 

d) Should a boy get up for an older man? 

e) Should men or boys always give up their seats 
to ladies? When? 


IO RIGHT LIVING 


f) Somebody said that: 


Politeness is to do and say 
The kindest thing in the kindest way. 


Who in the lesson stories fulfilled this saying? Who did 
note 

g) Memorize the chapter and the two verses from the 
Bible. | 

h) Pick out a verse you would like to have for a motto 
for courtesy. 

z) See how often you can practice it this week. Record 
in your notebook and bring to class the number of times 
you find it hard to be polite. 


STORIES YOU WILL ENJOY 
“The Disdainful Maiden,” in Stories of the King, Baldwin, 


Data ne 
“The Three Students,” in Silesian Folk Tales, Lee and Carey, 


Pp. 39. 
“The Wagoner,” in the same book, p. 17. 
“Edward, the Black Prince,” in Historical and Biographical 
Narratives, Wollock, p. 128. : | 
“Roland,” in the same book, p. 1109. 
“Sam and Cecil,” in The Wonderful Chair, Browne, p. 132. 
“Sir Walter Raleigh,” in Famous Stories Retold, Baldwin, p. 54. 


PRAYER 


“Dear Lord, forgive us if we have been impolite to 
others; drive out of every heart the lurking grudge; give 
us grace and strength to forgive offense; strengthen us 
to our friends and soften us to our enemies; help us to 
be kind and courteous as Jesus was when he was here 
on earth. We ask this in his name. Amen.” 


Answers to Questions 


Answers to “What to Do”’ 


LESSON 2 


LIFE-SITUATIONS 


The boy who was late for luncheon.—‘‘Jack, we have 
been waiting luncheon for you, and when you did not 
come home we were worried about you.” 

Jack’s mother was talking, for Jack was half an hour 
late for lunch. 

“Ves, mother,” replied Jack, “I shall come home on 
time from now on.” 

This was not the first time Mrs. Brown had held this 
conversation with her son. Each time he makes the same 
promise, but he does not keep it. When the other children 
are dismissed for luncheon, Jack, instead of going straight 
home, plays around with another boy and is always very 
late for his luncheon at home. 


QUESTIONS 

1. What was the trouble with Jack? 

2. What ought his parents to do about it? 

The boy who played the ukulele.—*‘‘Please, Sam, you are 
making such a noise that I cannot study.” 

Margaret was begging her brother to stop making so 
much unnecessary noise with his ukulele. 

“Tf you don’t like it, you know what you can do,” was 
his reply; and he kept on playing. 


QUESTIONS 


1. Was Sam right in his reply? Why? 
2. Margaret was younger than Sam; should she not have 
waited until Sam was through playing? What do you think? 


T3 


14 RIGHT LIVING 


3. Should boys never make a noise? Especially when they are 
just practicing? 

4. What should Sam have done when his sister asked him to 
stop? 

The boys who went for a boat ride.—They were told by 
their parents never to go on the lake without some older 
person with them. But they went out in the rowboat 
just the same. 

A little later, thinking that one of the parents was 
looking out through the window toward the lake, they 
hurried to the nearest point on the shore, anchored the 
boat there, and went home. 

Meanwhile the parents were looking all over for them, 
and not being able to find them, began searching the 
shore. They found the rowboat anchored at their neigh- 
bor’s dock. Not finding the boys in the boat, they became 
greatly alarmed for fear some accident had happened. 
They did not know what had happened to the boys until 


they returned. 
QUESTIONS 

1. Were the parents right in forbidding the boys’ going to the 
lake without an older person being with them? Why do you 
think so? 

2. What should the boys have thought of before they went 
rowing? How would this have helped them? 

3. What would you have done if you had been in these boys’ 
places? 

4. Should they have been punished? How? 


REFERENCES 


The Golden Rule-—Matt. 7:12. 
“Be to others kind and true 
As you'd have others be to you; 
And neither do nor say to men 
Whatever you would not take again.” 


Answers to Questions 


Answers to “What to Do’’ 


LESSON TWO 17 


WHAT TO DO 


1. Read the stories and write your own answers in 
your notebook. 

2. Think out the answers to these questions: 

a) Do you know of any boy or girl who is thoughtful 
of others? Tell about him. 

b) What would happen if everybody made today’s 
motto his own? 

c) Who gave the Golden Rule? Did he keep it? Was 
he thoughtful of others? Tell something about him. 

d) How many children does your teacher have to look 
after? How could they help their teacher? 

e) Who is the most thoughtful person in your home? 
How is that person thoughtful of you? What thoughtful 
thing can you do for that person today? 

3. Notice how many things you can do for others and 
how many times you can be thoughtful this week, and 
notice what helped you to do those things. Write it down 
and compare it at Sunday school with what the other 
pupils have written. 


STORIES YOU WILL ENJOY 


“Don’t Count Your Chickens,” in Story Plays Old and New, 
Varney... 70. | 

“Darius Green and His Flying Machine,” in Children’s Book 
of Poetry, Boon, p. 81. 

“Stevenson’s Lighthouse,” in Lives and Stories Worth Remem- 
bering, Kupfer, p. 9. 

“Boisterous Ann,” in Careless Jane, Pyle, p. 15. 


PRAYER 


“Dear heavenly Father, I thank thee for this new day. 
Help me to do my work joyfully and faithfully. Teach 


18 RIGHT LIVING 


me to be truthful and generous and thoughtful to others. 
Make me more gentle and kind. When I do wrong, help 
me to apologize to those whom I have wronged. Make 
me considerate at home, at school, and in the street. 
Help me every day to grow more like Jesus. Amen.” 


Answers to Questions 


Answers to ‘““What to Do’’ 


LESSON 3 


LIFE-SITUATIONS 


The boy and the school reader.—A school reader dis- 
appeared from the school about two months before the 
end of the term. It happened that Fred, whose parents 
were very poor and could not afford to buy books for 
him, had been loaned a reader by the teacher sometime 
before the other reader was lost. The week before the 
close of school Fred found the teacher’s reader missing 
from his desk and the lost or stolen reader in its place. 
Naturally timid, and dreading suspicion by the teacher, 
he said nothing; but at the end of the term he told the 
teacher that he was leaving her reader in his desk. 


QUESTIONS 


1. Why did he not return the reader himself? 

2. Was it fair not to return the book to the teacher? Why? 
3. What was wrong in his statement to the teacher? 

4. What should he have done? 


Frances and her guests. —Frances invited several of her 
girl friends to play croquet. During the play she and two 
of the girls noticed one of the others cheating. Not want- 
ing to insult her guest, Frances did not know what to do, 
although she knew it was wrong to cheat. The other girls, 
being only guests, did not feel that it was up to them to 
tell the girl that she was cheating. 


QUESTIONS 


1. Should Frances or the other girls tell her? Why? 


2. What would you do in a case like this? How would you 
do it? 


21 


22 RIGHT LIVING 


3. Is it necessary that the girl who cheated should be told 
about it? Why? 

The boy and the pickerel.—Bill was told not to go near 
the lake, but one day when his parents were away he 
went down to the lake. The first thing he saw was a 
pickerel near the dam. He thought he might be able to 
drop a brick on it. In trying to do so, he lost his balance 
and fell in. When he came home he refused to make any 
explanation of his wet clothes. . 


QUESTIONS 


1. Why did Bill refuse to explain? 

2. Would you have explained? 

3. What would have been the proper thing for Bill to do? ae 
should he have done it? 


REFERENCES 
From the Bible-—I Kings 21:17-29. 
Memorize: “Watch ye, stand fast in the faith, quit you like 
men, be strong.”’—I Cor. 16:13. 


WHAT TO DO 


1. Read the first story again. Think it over seriously. 
Answer the questions at the end of the story and give 
reasons for your answers. 

2. Do the same with each of the other stories. 

3. Sometime during the week talk over these stories 
with your parents or two or three of your grown-up 
friends whom you admire; get their opinions and the 
reasons for their opinions. Write down on a separate page 
what they say. 

4. Read in the Bible I Kings 21:17—209. 

a) To whom did Elijah speak? 

b) Why did he do it? 


Answers to Questions 


Answers to “What to Do” 


LESSON THREE 25 


c) Who had a harder task, Elijah or Frances? Why? 

d) What do we call one who is afraid to fight when 
necessary? How about one who is afraid to stand for 
what is right? 

5. On Saturday or Sunday morning, read over the 
lesson stories again; also read your opinions and the 
opinions of your friends. Think over these results and 
see whether you wish to change your opinion. If you 
do, write down your new opinion and the reasons for it. 

6. Take all this material which you have prepared to 
class, where, with the help of your teacher and the others 
in the class, you will discuss each problem. After you 
have heard what the rest say, draw your own conclusions, 
and vote accordingly. Let the secretary of the class write 
down the class decision in the class record-book. Copy it 
in your own book to keep. 


STORIES YOU WILL ENJOY 


“Valentine and Ursine,” in Stories of the Olden Times, J. 
Johonnot. 

“Grace Darling,” in Stories of Other Lands, J. Johonnot. 

Adventures of Billy Topsail, N. Duncan. 


PRAYER 


(Memorize this prayer and use it every morning before 
you leave your room.) 

“O Lord God, help me always to be courageous to do 
and say what is right; save me from being a coward. If I 
have done wrong, help me to confess it and ask for forgive- 
ness; help me to grow up to be a man (a woman) as real 
and true as Jesus was; help me to be of some help to 
others, especially to my friends. Amen.”’ 


. bs 


be ee ae 
A om 





Answers to Questions 


Answers to “What to Do”’ 


LESSON 4 


LIFE-SITUATIONS 


Two boys and candy.—Donald was sent to buy some- 
thing at the drug store. He asked his friend Dick to go 
with him. While Donald was standing near the medicine 
room, waiting for the druggist to come out, he noticed 
Dick reaching into a box of loose candy, helping himself, 
and putting some in his pocket. 

When Donald came home he told his parents about 
it and asked them what he should do. 

These are the things which Donald could have done: 
(1) He could have told the druggist about it. (2) He 
could have told Dick’s parents. (3) He could have spoken 
to Dick about it. 

QUESTIONS 


1. Which of these three should he have done? Why? 
2. Which of these three should he not have done? Why? 
3. Why should Donald have done anything at all? 


The girl who found a wrist watch.—‘Catherine, you 
ought to hand in the watch at the office, because it 
belongs to one of the girls.”’ 

Gwen was trying to convince Catherine that the wrist 
watch she found in the washroom at school belonged to 
the one who lost it and not to the one who found it. 
Catherine would not listen to her friend’s advice, but, on 
the contrary, called her down, saying, “‘It is none of your 
business! And besides, I did not steal it, I found it. If 
you tell anyone, you will be a tattletale.” 

29 


30 RIGHT LIVING 


QUESTIONS 


1. Did Catherine have the right to keep the wrist watch be- 
cause she found it? 

2. What should Gwen have done? 

3. Would she have been a “‘tattletale” if she had told on 
Catherine? What is a tattletale? 

4. What would you have done if you had been in Gwen’s 
place? 

5. Was it any of Gwen’s business? Why do you think wy, 


»- REFERENCES 
From the Bible-—Proverbs 27:5. 


WHAT TO DO 


1. Look up in a large dictionary the mearing of 
“stealing” and ‘‘tattle,’’ and write it down. 

2. Find out (the best person to ask is a lawyer) what 
one is to do in your state when he finds something that 
belongs to another person. Write it down. 

3. Think out your answers to the following questions. 
If there are any points you cannot make up your mind 
about, write down the reasons on both sides and bring 
them to class. 

a) Suppose there were no laws that lost articles must 
be returned to their rightful owners; would it be right 
to keep the articles we find? Why do you think so? 

b) Is it more courteous to let a person do wrong in 
order to save his feelings, or is it better to tell him that he 
is doing wrong? ; 

c) Should we always mind our own business, and let 
others do whatever they please as long as it does not con- 
cern us? Why do you think so? 

_ ad) Ought anyone, for the sake of a friend, to give up 
his own principles of right and wrong? 


Answers to Questions 


Answers to “What to Do” 


LESSON FOUR 33 


e) Would a true friend ever want you to go back on 
your own principles? Give an example. 

4. Read the stories again, and write down your an- 
swers to the questions. | 


STORIES YOU WILL ENJOY 


“Go and Come,” in The Golden Windows, L. E. Richards. 

“Wise Men of Gotham,” in Fifty Famous Stories Retold, J. 
Baldwin. 

“Bottle o’ Brains,” in More English Fairy Tales, J. Jacobs. 


Memorize: 
He liveth long who liveth well; 
All else is life but flung away; 
He liveth longest who can tell 
Of true things truly done each day. 


PRAYER 

(Use it this week.) 

“Gracious Father, help us always to stand up for that 
which is right and to protest against that which is 
wrong; help us to have the courage and tact to do this 
even when it is our friends who do the wrong. May we 
have the wisdom and courage of Jesus in our stand for 
right; may we always endeavor to be helpful to others. 
Amen.” : 





Answers to Questions 


Answers to “What to Do”’ 


LESSON 5 


LIFE-SITUATIONS 


The boys who practiced shooting.—Ivan, who was 
twelve years old, was spending the week-end with his 
younger cousin, Dudley, who was eight years old. Some- 
time during the afternoon when Dudley’s parents were 
out shopping, Ivan persuaded him to get his father’s 
rifle and practice with it. After a little coaxing, Dudley 
took down the rifle and they used up all the cartridges. 
Then they put the rifle back in its place. After a few 
days when Dudley’s father went to use the rifle, he dis- 
covered that all the cartridges were missing. When he 
asked Dudley if he knew who had had the rifle, he said, 
BON 


QUESTIONS 


1. Was it wrong of Ivan to ask his cousin to go out shooting? 
Why? 

2. Was it wrong to take the rifle for a little while? Why? 

3. Was Ivan to blame for the lie Dudley told? Why? 


The boys who turned out the lights—They were all 
waiting for the teacher so that they could start the pro- 
gram for the social which their Sunday-school class was 
having. As the teacher was late, one of the boys suggested 
that they turn out the lights and have some rough-house. 
So they did, and when they turned on the lights again 
they found that they had broken three chairs. When the 
teacher came they all put the blame on the boy who sug- 
gested it, saying, “‘If he had not suggested it, we would 
not have done it.’”’ He admitted it, but said that they 

37 


38 RIGHT LIVING 


did not have to do it. “I only suggested it for fun,” he 
said. | 
QUESTIONS 


1. Were the boys right in putting the blame on that one boy? 

2. Suppose he had not taken part in what they did, should he 
be blamed then? 

3. Who do you think is responsible in this case? Why? 


The boy who encouraged others.—The old fisherman was — 
surprised to see a bunch of boys bring him a basket of 
food; and he was again surprised when they straightened 
out his shack, swept the floor, and ate dinner with him. 

It all happened in this way: One day when the old 
man went in to town, some of these boys decided to have 
fun with him by throwing stones at him so that he would 
swear. When Harry saw what they did to the old man, 
he gave them a talking-to, and told them they had better 
take some food and apologize for what they had done. 


QUESTIONS 


1. Why did the boys change their method of dealing with the 
fisherman? 

2. Isit likely that the boys would have been sorry on their own 
account? Why? 

3. Do you think Harry had a right to talk to them as he did? 


REFERENCES 


From the Bible-—Gen. 4:1-9; Phil. 2:4. 7 
From general literature —‘‘Be a pattern to others and all will 
go well.”—CIcERO. 


“We are writing a Gospel, 
A chapter each day, 
By deeds that we do, 
By words that we say; 


Answers to Questions 


Answers ¢o “What to Do”’ 


LESSON FIVE 4I 


People read what we write, 
Whether faithless or true; 
Say, what is the Gospel 


According to you?” 
—BisHop McINTYRE 


‘And each shall care for other 
And each to each bend, 
To the poor a nobler brother, 
To the good an equal friend.” 


—RALPH WALDO EMERSON 


WHAT TO DO 


1. After you have read the stories carefully and 
thought out your answers to the questions, write in your 
notebook the conclusions you reach. 

2. Sometime during the week talk over these stories 
with your parents or with two or three of your grown-up 
friends whom you admire; get their opinions and the 
reasons for their opinions. Write down on a separate page 
what they say. 

3. Read the story in the Bible (Gen. 4: 1-9). What did 
Cain’s question mean? Do you think he was? 

4. Are we ever responsible for what other people do? 
Why do you think so? 

5. Think of some occasion when someone influenced 
you to do some special thing. What was it? How did he 
do it? 

6. Do you know of anyone you ever influenced to do 
something? Are you glad you did? Why? 

7. Write down the name of a leader in your town and 
tell why he is so. 

8. Write down the qualities you think a good leader 
should have. ; 


42 RIGHT LIVING 


9. Has the follower any responsibility? What makes 
a good follower? | 

to. Read the stanza from Bishop McIntyre. What 
will happen if everyone in the class thinks of this before 
he does or says anything? Is it worth trying? 

t1..Which of these readings would you choose for 
your motto? Write it down in your notebook. 


‘STORIES YOU WILL ENJOY 


Fight Cousins, L. M. Alcott. 

“The Day Laborers,” in Heroes of Everyday Lifé, G. F. Coe. 

“Petitions for Pardon,” in A Book of Golden Deeds, C. M. 
Yonge. 

If I Were a Boy and If I Were a Girl Again, L. E. Keeler. 


.PRAYER 

(To be used throughout this week.) 

“Heavenly Father, I thank thee for thy love toward 
me, for the good leaders thou hast provided for me. Help 
me to become a good leader. Forgive me if I have misled 
other boys and girls. Help me to live so that I may never 
be ashamed to have others follow my example. Amen.”’ 


Answers to Questions 


Answers to “What to Do’’ 


LESSON 6 


LIFE-SITUATIONS 


The boy who did not get the job.—They were both wait- 
ing to see Mr. James in order to apply for a job which was 
open for Saturdays and part time during the week. At 
first sight, Mr. James decided that he would take Jack, 
because he was the taller and looked huskier. After con- 
sidering, he decided to take Edward instead, and talked 
to him about what his work would be. 

“Why did you refuse to take me?” asked Jack. “Iam 
taller and have had more experience.”’ 

Mr. James replied, “I dislike to hear anyone use slang, 
and especially do I despise anyone who swears. During 
the last five minutes in my office you used fifteen slang 
words and nine curse words, while Ed did not use any.” 


QUESTIONS 


1. Was Mr. James right in his choice? Why? 

2. What wrong is there in using slang or swearing? 

3. What do you think of a boy who never uses slang or never 
swears? Why? 

4. Which of the two do you think is worse, slang or swearing? 
Why? 


The girl who used slang.—‘Edna, I have told you 
many times not to use such language!” 
It was Miss Andrews, her teacher, who was protesting 
against Edna’s slang expressions. 
“TI don’t care, Miss Andrews,” Edna replied, *‘I think 
it is cute; girls use it, and all the boys in the school use it.”’ 
45 


46 RIGHT LIVING 


QUESTIONS 


t. Do all boys use slang? 
2. Do you think a girl should always do whatever the other 


girls do? Give an example. 
3. Why do you think Miss Andrews objected to Edna’s using 


slang? 
4. Are people judged by their language? Give an example if 


you can. 


The boy who protested—“Listen, fellows, if you don’t 
quit swearing, I shall have to go in,” Clarence declared 
to his boy friends. 

“Took at him!” they all shouted. “He ei become a 
‘mamma’s boy.’ Since when did you quit swearing?” 

“Since last WOE NB was his reply. ‘‘I am not going 
to disgrace our family.” 

Clarence had heard his father tell of his family history 
and that none of their men’ever swore; he was hoping 
that his children would follow in their footsteps. Clarence 
then made up his mind to keep up the family honor and 
not swear. The boys laughed at him and said, “You will 
become a sissy.”’ 

QUESTIONS 

1. Were the boys right in laughing at Clarence? Why? 

2. Who do you think had the more courage, Clarence or the 
boys? Why? 

3. Does one become a sissy because ie does not swear? Why? 


REFERENCES 

From the Bible-—Matt. 12:35-37; 15:11-18; Jas. 3:1-12. 

Memorize: ‘Thou shalt not take the name of the Lord thy 
God in vain, for the Lord will not hold him guiltless that taketh his 
name in vain.” —Exod. 20:7. 

“Tet no corrupt communication proceed out of your mouth, . 
but that which is good.”—Eph. 4:29. 

“Set a guard, O Lord, to my mouth; keep watch at the door of 
my, lips,.’-——Ps. 14923. 


Answers to Questions 


Answers to “What to Do’’ 


LESSON SIX 49 


WHAT TO DO 


1. Think out your answers to the questions following 
the stories, but do not write them down at present. 

2. Read the references in the Bible to see what they 
have to say about those questions. Write down anything 
you do not understand, to talk over in class. 

3. Commit to memory the third commandment. 
Write down what you think it means to take a name 
“in vain.” Did Jack break this commandment? Did 
Edna? 

4. What did Jesus mean in Matt. 12:35-37 and in 
WS ANd teed oN 

5. What did James mean in 3:1-12? 

6. Look up in the dictionary the meaning of “‘slang”’ 
and ‘‘swearing,” and write it down. Which is worse? 
Why? 

7. Are there other words besides slang or swearing 
that are as bad or even worse? What kind? 

8. Why do people swear? Why do they use slang? 

9. Does anger justify swearing? Does swearing give 
relief? ; 

to. Are all people bad who use slang or swear? Why 
do you think so? 

11. Ask six people, those you admire most, what they 
think of people who use slang or swear. 

12. Now write down your answers to the questions 
following the stories. 

13. Do you know of any real man who does not swear 
or use slang? Tell about him. What do you think of him? 

14. Write down each night of this week the number of 
times you swore orused slang during the day, also the num- 
ber of times you held back from using slang or swearing. 


50 RIGHT LIVING 


15. Write down the reasons why you agree or disagree 
with this couplet: 
Maintain your rank, vulgarity despise, 
To swear is neither brave, polite, nor wise. 
—COWPEFR 


16. Which of the readings do you choose for your 
motto? Write it down in your notebook. 


PRAYER 


(To be memorized and used during the week.) 

“Dear heavenly Father, help us always to watch our 
tongues. Give us strength and willingness to keep silent 
when we are provoked or in danger of saying unkind 
or wrong words. Forgive us if we have ever said or caused 
others to say wrong words, and help us never to do so 
again. ‘Set a watch, O Lord, before my mouth; keep the 
door of my lips.’ Amen.”’ 


Answers to Questions 


Answers to ‘““‘What to Do’ 


LESSON 7 


LIFE-SITUATIONS 


The boy who was found in the Children’s Court.—It was 
5:30 In the afternoon, and Andrew had not come home. 
His mother, Mrs. Ferguson, became worried and tele- 
phoned to the school. She was told that he had not been 
at school for two days. While Mrs. Ferguson was won- 
dering what she was to do next, the telephone rang, and 
when she took off the receiver she was told that Andrew 
was in the Children’s Court because he had been caught 
stealing money from a candy store. Andrew would not 
confess a thing until his mother came; then he broke down 
and told the whole story: 

“Last summer I got acquainted with two boys older 
than myself. They were nice to me, gave me candy and 
money, and taught me to smoke and do other things. 
Four weeks ago when I started to school they met me and 
told me that they knew where I could get cigarettes and 
money. They took me to the candy store where I was 
caught today.” 

QUESTIONS 


1. If the boys had told Andrew at the very beginning to go and 
steal, do you think he would have gone with them? 

2. If he had known that these boys would make a thief out of 
him, do you think he would have gone with them? 

3. If his mother had told him last summer not to have anything 
to do with these boys, what would Andrew have said? 


Lhe bad boy.—Kenneth was quite a problem to his 
folks, and in fact to the whole community. They called 


53 


54 _ RIGHT LIVING 


him “‘the little devil.”’ Some of the town people were even 
planning to send him to a boys’ reformatory. But for the 
last few weeks Kenneth had not been doing any mischief 
around the town. Everyone wondered what had hap- 
pened. : 
This is what happened. A new minister came to the 
church which Kenneth’s folks attended. He asked Ken- 
neth to come over and take dinner with him, after which 
he invited him to come to the Sunday school and join the 
boys’ class. Kenneth hesitated a moment and then said, 
“Do you think they will have anything to do with me?” 
After a talk with the minister, he promised to come to the 
class, which he did the following Sunday. 

Since then he has kept on coming to Sunday school, 
to church, and to all the doings the boys have. Today he 
is the best-liked boy in the community. 


QUESTIONS 


1. What were the causes of the change in Kenneth’s life? 
Which was the greatest? Give reasons for your decision. 

2. What might have become of Kenneth if he had continued 
in the same old path he was following before he joined the Sunday- 
school class? 

3. Name the things Kenneth lost, and the things he gained by 
joining the Sunday-school class. Which are worth more? Why? 


The mother who forbade her girl— ‘Mother, why can’t 
I go around with the other girls Mary goes with? They 
all were downtown last evening and had lots of fun and 
didn’t come back until nine o’clock.”’ Virginia’s mother 
forbade her to have anything to do with three of the girls 
with whom Mary, her cousin, went around, though she 
did not say anything about Mary. These girls were wild, 
always running after boys, and did not mind swearing. 


Answers to Questions 


Answers to ‘“‘What to Do” 


LESSON SEVEN 57 


QUESTIONS 
1. Was Virginia’s mother right in forbidding her to go around 
with these girls? Why? 
2. Was Virginia right in wanting to go with them? Why? 
3. Why did not Virginia’s mother forbid her to go with Mary? 


REFERENCES 
From the Bible-—‘‘Be not deceived, bad company is the ruin 
of good character.”’—I Cor. 15:33 (Moffatt translation). 
PLOV.r 27-10; PI0V..24: 1-2; Ps. 1: 
From general literature.— 
UNCONSCIOUS INFLUENCE 
““A Persian fable says: One day 
A wanderer found a lump of clay 
So redolent of sweet perfume 
Its odors scented all the room. 
‘What art thou?’ was his quick demand. 
‘Art thou some gem from Samarcand, 
Or spikenard in this rude disguise, 
Or other costly merchandise?’ 
‘Nay, I am but lump of clay.’ 
‘Then, whence this wondrous perfume, say!’ 
‘Friend, if the secret I disclose— 
I have been dwelling with the rose.’ ” 


WHAT TO DO 

1. Memorize the First Psalm and read Prov. 7: 7-16. 

a) Tell in your own words the relationship of this 
psalm to our lesson. To which story of the lesson does it 
apply most? Why? 

b) To which story of the lesson does the other reading 
apply? 

2. Of which story does the poem remind you? Why? 


If you like it, memorize it. 
3. Write a list of qualities that you think a real com- 


panion should have. 


58 RIGHT LIVING 


4. Ask three older people than yourself what qualities 
a good companion should have. Write these down and 
compare them with your list, 

5. Do your companions have these qualities? Do you 
have these qualities? 

6. Are we judged by our companions? Is it. right? 
Why? 

7. Should we never have anything to do with bad 
boys or girls? Why? 

8. Suppose one had bad companions, what should one 
do about it? Would you do it? 

9g. Which of the readings would make a good motto 
for this lesson? Write it down in your notebook. 


STORIES YOU WILL ENJOY 
“The Lion and the Mule,” in Animal Folk, Stanley, p. 201. 


PRAYER 

(To be used this week.) 

“Help us, our Father, to be very careful in choosing 
our companions. May we choose those who will be a help 
to us, and grant that we may be worthy companions to 
others. May all our companionships be of mutual benefit. 
In Jesus’ name. Amen.” 


Answers to Questions 


Answers to “What to Do’ 


LESSON 8 


LIFE-SITUATIONS 


The boys who told on their friends —The college stu- 
dents were parading down the street, singing and shouting 
because their team had won the football game. 

A group of younger boys decided that it would be fun 
to play some tricks on these students. They got hold of 
a basket of eggs and threw them into the midst of the 
parade, although they were careful not to hit any of the 
students. Ed was not satisfied with just throwing the 
eggs and scaring the students, so he threw two eggs at one 
of the students and ruined his clothes. 

When the boys were caught and asked to tell who the 
boy was that ruined the student’s clothes, they would not 
give any answer for a little while. But after having seen 
the ruined clothes of the student, two of the boys told on 
Ed. 

QUESTIONS 


1. Do you think those boys were disloyal to Ed in telling on 
him? Why? 

2. Should a boy ever tell on his friends? When? 

3. Is there a time when we ought not to tell on our friends? 
When? 

4. What do we mean by loyalty to a friend or group? 


The girl who helped her chum.—Each member of the 
class was to make a design of oak leaves to be used on the 
cover of a booklet. 

Jean finished hers before the time for handing in the 
design. On the same evening one of her chums came to 

61 


62 RIGHT LIVING 


visit her and asked her to let her copy her design, which 
she did. 

The next day when Jean turned in her work to the 
teacher, her chum had already turned in her design, and 
Jean was accused of having copied hers from the other 
girl. She did not deny it, neither did she tell the truth 
about it, but went home and made another design, saying, 
“T must be true to my friend.” 


QUESTIONS 


1. Has anyone a right to help a friend by allowing her to 
cheat? Why? 

2. Should one be loyal to one’s friend even when it means 
doing wrong? Why? 

3. What should Jean have done in this case? 


The boys who had to decide.—The Boy Scouts of a cer- 
tain church decided to give a basket social, proceeds from 
which were to be given to a boy who was ill with hip 
disease. Henry and Edward, who belonged to this group, 
were to take part in the program. When their father 
heard that it was to be given in a certain dance hall, he 
forbade the boys to take any part in the social. 

For obeying their father and not helping in the pro- 
gram, Henry and Edward were laughed at and persecuted 
by the other boys for quite a long time. 


QUESTIONS 


1. Do you think Henry and Edward should have been loyal | 
to the Scouts or to their father? Why? 

2. Should we always be loyal to our parents? Why? 

3. Were the boys doing right in making fun of Henry and Ed? 
Why? 

4. Could the boys have done anything else so as to be loyal 
to both? 


Answers to. Questions 


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LESSON EIGHT 65 


REFERENCES 


From the Bible-—‘A faithful man shall abound with blessings.”’ 
—Proy. 28:20. 
Ti Kings 22:1—23:25; 


From general literature.— 
“Lord, let me make this rule, 
To think of life as a school 
And try my best 
To stand each test, 
And do my work 


And nothing shirk.” 
—BABCOCK 


“To thine own self be true, 
And it must follow, as the night the day, 
Thou canst not then be false to any man.” 
—SHAKESPEARE 


WHAT TO DO 


1. Read the story from I! Kings. 

2. In what ways is the story in the Bible similar to 
the stories in our lessons? 

3. What were some of the things that helped Josiah 
to do right? Do you think that if the girls and the boys 
in this lesson had been like young Josiah they would have 
known how to be loyal and to whom? Give reasons for 
your answer. 

4. Look up in a large dictionary the meaning of “‘loy- 
alty’’ and write it in your notebooks. See whether you 
can apply that meaning to your answers, and to the three 
stories. 

5. Explain in writing what the verse by Shakespeare 
means. 

6. Which of the readings would make the best motto 
for this lesson? Write it down in your notebook. 


66 RIGHT LIVING 


7. Sometime during the week talk over these stories 
with your parents or with two or three of your grown-up 
friends whom you admire; get their opinions and the 
reasons for their opinions; write down on a separate page 
what they say. 

8. On Saturday or Sunday morning, read over the 
lesson stories again; also read your opinions and the 
opinions of your friends. Think over these results and see 
whether you wish to change your opinion. If you do, 
write down your new opinion and the reasons for it. 

9. Take all this material which you have prepared to 
Sunday school, where with the help of your teacher and 
the others in the class, draw your own conclusions, and 
vote accordingly. Let the secretary of the class write 
down the class decision in the class record-book. Copy 
it in your own book to keep. 


STORIES YOU WILL ENJOY 


‘““A Legend of the West Highlands,” in The Children’s Third 
Book of Poetry, E. K. Baker. 

“Are You There, My Lord?” in American Book of Golden 
Deeds, J. Baldwin. 

“The Making of a Knight,” in Stories of the King, J. Baldwin. 


PRAYER 


(To be used every day throughout the week.) 

“Our loving God and Father, thou who knowest all 
things, help us to know what is right and do it. Give us 
the spirit of loyalty—loyalty to convictions, to home, to 
friends, and to country—which means loyalty to thee. 
Help us to be loyal even if it seems sacrifice. Amen.” 


Answers to Questions 


Answers to ‘“‘What to Do”’ 


LESSON 9 


LIFE-SITUATIONS 


A potato race.—The boys of the Intermediate class 
of the Sunday school were having their regular social 
evening. Among different games played was a potato 
race, in which each boy pushed a potato across the floor 
with his nose. The boys were divided into two teams. As 
team No. 1 was getting ahead of team No. 2, two of the 
boys of team No. 2 pushed their potato with their hands, 
thus enabling them to beat team No. 1 and win the prize 
for their team. 

After a while, one of the boys of the winning team, 
who saw the two boys cheat, told the captain of the team 
about it. When the captain spoke to the boys about their 
cheating, they gave two excuses: (1) They did it for the 
team and not for themselves. (2) They did it just for fun. 


QUESTIONS 


1. Is cheating any different when it is only in fun? 

2. What harm is there in cheating in a game of this kind? 

3. Are there times when it is right to do for someone else, or 
for your team, what you would feel wrong in doing for your own 
advantage? 


The boy who wanted a bicycle—George’s mother prom- 
ised him a bicycle if he made three A’s at the end of the 
school term. 

Just as he entered the school to take his last examina- 
tion he was told by the principal that so far he had made 
only two A’s. That meant that he had only this one more 

69 


70 RIGHT LIVING 


chance to make the third A. The subject in which he was 
to take the examination was English. 

He had answered seven questions out of the ten fairly 
well, but not perfectly; and he did not know the answers 
to the last three. He sat between his girl cousin and a boy 
friend, both of whom were very good in English. As he 
realized that without the third A he would not be able 
to get his longed-for bicycle, the thought came to him 
that he might copy from one of the two near him. As he 
started to look at one of the papers, he suddenly realized 
it would not be right to get an A by cheating. He did not 
cheat, and knew that therefore he would not get the 
promised bicycle. 

A few days later his mother called up the principal 
to find out George’s grades. The principal told her that 
George had made three A’s and that the third A was in 
English. 

“No,” exclaimed George, ‘‘that is a mistake, for I only 
answered seven questions out of ten.”” When the principal 
looked it up he found that George was right; he then told 
them that he would give him:an A anyway because he 
was honest, but George would not accept it because he 
did not earn it. 

QUESTIONS 

1. George could have copied. He could have kept quiet when 
the principal made the mistake with his mark. Why did he do 
neither? 

2. He could have accepted the A, since the principal offered 


it to him. 
3. What would you have done in each case? Give reasons. 


Wrong change.—Peggy’s Sunday-school class voted to 
buy a basketful of food for a poor woman for Christmas. 


Answers to Questions 


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LESSON NINE 73 


The girls had decided that each one must earn the money 
herself. No one was to ask her parents or friends for it. 

It was Thursday afternoon, and Peggy had not earned 
a penny. She was rather worried about it, as the money 
had to be turned in on Sunday and there was not much 
time left. She could not tell her mother about it, because 
she would have insisted on giving her the necessary 
amount. 

That same afternoon Peggy’s mother asked her to 
take some fruit and preserves to her invalid grandmother 
who lived about two miles away. Peggy had to take the 
street car, and the conductor made a mistake in her 
change, giving her sixty-three cents instead of forty-eight. 

“Goody!” thought Peggy. ‘Now I will have twenty 
cents toward the basket of food.’’ As she went in for a 
seat the thought came to her, ‘““This money belongs to the 
conductor or the street-car company, and besides, I did 
not earn it. Well, the poor woman and her children really 
need something to eat, and the car company has lots of 
money. The ticket does not cost them anything. They 
will only lose thirteen cents. They won’t mind that; be- 
sides, it is not for me.”’ 


QUESTIONS 

1. Who would have been the loser, the conductor or the com- 
pany? 

2. Is it right to cheat for the sake of another? Why do you 
think so? 

3. Would the lady for whom they were gettihg up this basket 
have been happy if she knew how Peggy got her money? 

4. Should we ever do wrong when by doing that we also do 
good? Why do you think so? 

5. What would you have done in a case like this? Why? 


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REFERENCES 


From the Bible.— 
“Bread of falsehood is sweet to a man 
But afterwards his mouth shall be filled with gravel.” 
-——Prov. 20:17. 


“He who is faithful with a trifle is also faithful with a large 
trust, and he who is dishonest with a trifle is also dishonest with a 
large trust.””-—Luke 16:10 (Moffatt’s translation). 


From general literature —‘‘An honest man’s the noblest work 
of God.’’—PopPE. 

“No amount of intelligence and no amount of energy will save 
a nation which is not honest.”—-THEODORE ROOSEVELT. 


“He that doth still and strongly.good pursue, 
To God, his neighbors, and himself most true; 
Whom neither force or fawning can 
‘Unpin, or wrench from giving all that’s due.” 
—GEORGE HERBERT 


WHAT TO DO 

1. a) Read the first story over again. 

b) Think it over seriously. 

c) Answer the questions at the end of the story. 

d) Give reasons for your answers. 

2. Do the same with stories 2 and 3. 

3. Sometime during the week talk over these stories 
with your parents and some of your grown-up friends 
whom you admire, and get their opinions and the reasons 
for their opinions. Write down on another page what they 
say, to compare in class with the opinions the other pupils 
- have brought. 

4. Read in the Bible Gen. 30: 25-43. 

a) Did Jacob think it was wrong to cheat his father- 
in-law? » Se 


Answers to Questions 





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b) Why did he do it in secrecy? 

c) Do you think that Jacob was cheating? 

d) Do you know of anybody who has been or is trying 
to get rich as Jacob did? 

5. On Saturday or Sunday morning read over the 
lesson stories-again. Also read the opinions of your friends 
and your own opinions. Think over these results and see 
whether you want to change your opinions. If you do, 
write down your new opinions and reasons. 

6. Choose a motto from this lesson’s readings and 
write it down in your notebook. 

7. a) Take all this material which you have prepared 
to Sunday school, where, with the help of your teacher 
and the others in the class, you will discuss each problem 
and register conclusions by a class vote. 

b) Let the secretary of the class write down the class 
decision in the class record-book. Write it in your own 
notebook. 

STORIES YOU WILL ENJOY 

The Story of a Bad Boy, T. B. Aldrich. 

The Junior Cup, Allen French. 


“The Honest Woodman,” in Child’s World, E. Paulesson. 
“Talor Zuirbel,” in Silesian Folk Tales, Hyde and Company. 


PRAYER 


“O gracious Father, forgive me if I have ever cheated 
or been dishonest. Keep me from cheating and cribbing. 
Help me never to be a coward, but give me strength to be 
honest and true. Be with all boys and girls. In Jesus’ 
name. Amen.” 


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Answers to Questions 





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LESSON 10 


LIFE-SITUATIONS 


The boy who cut his knee.—One afternoon Harold was 
told to go out and look after the cow. Instead of doing 
so, he and one of his friends went swimming in an un- 
sanitary pool, where his father had forbidden him to go. 

As he jumped into the pool he struck his knee on a 
broken piece of clay tile and cut through the flesh to the 
kneecap. When he reached home, he told his parents the 
following story: ‘“‘While chasing the cow in the pasture to 
keep her from getting into the mud hole, I fell and cut 
my knee on a piece of broken tile.” 

He had made his companion promise to tell the same 
story if questioned. “This is not lying,” he said to his 
friend. “‘When I tell the facts and someone else gets the 
wrong idea from them, that’s his lookout, not mine.” 


QUESTIONS | 

1. Did Harold tell a lie? Why do you think so? 

2. Did he tell all the facts? 

3. Is it ever right to tell only part of the truth? When? 

The boys who went swimming.—Father and mother 
were away one Sunday, and the two boys were left with 
their older sister. 

After dinner Jimmy, their neighbor’s boy, came over 
and asked the boys to go in swimming. They had never 
gone swimming on Sunday before, and their sister asked 
them not to go that day, especially since father and 
mother were away. Jimmy then suggested that they go 

81 


82 RIGHT LIVING 


over to his house and study their Sunday-school lesson for 
next Sunday. After they had finished studying their les- 
son, Jimmy told them it would be all right to go swim- 
ming now that they had studied their Bible. He also said 
that God would forgive them even if they did have to 
tell a lie, because they had studied their Sunday-school 
lesson. When they came home from swimming, Mildred, 
their sister, noticed that their hair was dampeand curly, 
and when she asked them whether they had been in 
swimming, they said that they had not, but had been at 
Jimmy’s house studying their Sunday-school lesson. 


QUESTIONS 
1. Is it right to do good in order to do wrong later? Why? 
2. What harm is there in telling a lie? —To whom is the harm? 
3. Did these boys tell a lie? 


REFERENCES 


From the Bible-—‘Wherefore, putting away falsehood, speak 
ye the truth each one with his neighbor: for we are members one of 
another.”—Eph. 4:25. } 

“God is not man, that he should lie, 
Neither the son of man, that he should repent; 
Hath he said, and will he not do it? 
Or hath he spoken, and will he not make it good?” 
—Num. 23:19 


“Let what you say be simply ‘yes’ or ‘no’; whatever exceeds 
that springs from evil.”—Matt. 5:37 (Moffatt’s translation). 
Prov. 12:17, 19-22. 
From general literature.— 
“Dare to be true: nothing can need a lie; 
A fault which needs it most, grows two thereby.” 
| —HERBERT 


“Great is truth, and stronger, than all things. All the earth 
calleth upon truth, and the heavens blesseth her. 


Answers to Questions 


Answers to ‘““What to Do” 


LESSON TEN 85 


“Truth abideth and is strong forever; she liveth and conquereth 
forever. With her there is no accepting of persons or rewards. 

“Neither in her judgment is any unrighteousness; and she is 
the strength and the kingdom, and the power, and the majesty 
of all ages.” —I Esd. 4:36, 38, 40. 


WHAT TO DO 


1. Read the stories and the Bible references. Answer 
questions on the stories. 

2. Write down what you mean by “telling the truth”; 
by “‘lying.” Then look up in a large dictionary the defini- 
tions of ‘‘truthfulness,”’ ‘“‘deceitfulness,” ‘‘lying,” and 
copy them in your notebook. 

3. Can you tell nothing but facts and yet deceive? 
What is the difference between telling the facts and telling 
the truth? 

4. What is “half-truth”? Ask someone to tell you the 
difference between a half-truth and a lie. Do you find 
an example in any of the stories? 

5. Can anyone lie without speaking? If so, how? 

6. What makes anyone want to tell a lie? Is one lie 
enough? 

7. How do you feel toward someone whose word you 
know you can absolutely count on? How do you feel 
toward someone you know tells occasional lies? Why? 

8. Do you know of boys and girls who told the truth 
even though they were afraid of being punished? Tell 
about them. 

9. How can we avoid tempting others to lie? 

to. Can you ever be courteous without being untruth- 
ful? How? 

tz. Choose a motto from your readings and write it 
down in your notebook. 


86 RIGHT LIVING 


12. Read again the verse from Numbers. Think what 
it would mean to you if God ever broke his word. Now 
read Matt. 5:48. Would Jesus tell us to do anything he 
will not help us to do? 


STORIES YOU WILL ENJOY 


“A Truth Speaker,” in Lives and Stories Worth Remembering, 
Kupfer, pp. 71, 160. 

Tom Brown’s School Days, Hughes. 

““A Hero of Honor,” in Stories of Old Kentucky, Purcell, p. 14. 

“Little Scotch Bonnet,” in School Management, White. 


PRAYER 


“OQ God, my heavenly Father, I thank thee for thy 
love and for thy truth. Our lives are safe because we can 
count on thee every time. Give me courage to be truthful 
always, even when it means loss or punishment. In Jesus’ 
name. Amen.” 


Answers to Questions 


Answers to ‘“‘What to Do” 


LESSON 11 
LIFE-SITUATIONS 


An apple orchard.—Mr. Stevens and his Sunday- 
school class were camping over the week-end on land be- 
longing to a farmer. The farmer had given them permis- 
sion to camp there provided they would not enter his 
orchard or take any of the fruit around them. They all 
agreed not to touch anything that belonged to the 
farmer. 

Next morning when Mr. Stevens got up he saw two 
boys climbing over the fence of the orchard, each eating 
an apple. When he called the boys, they said they took 
the apples because (1) they were hungry and it was an 
hour before breakfast; (2) the farmer did not see them. 


QUESTIONS 


1. Should they have taken the apples because they were 
hungry? Why? 

2. Even if the apples were going to waste or beginning to rot, 
should they have taken them? Why? 

3. Was it right to take the apples since the farmer did not see 
them? 

4. To whom did the apples belong? 


She only took her mother’s money.—‘‘Dorothy, where 
do you get so much money every day?” asked Lillian. 
Lillian was Dorothy’s chum, and Dorothy treated her 
every day with candy and ice-cream. 

“Oh, mother leaves her pocketbook lying around the 


89 


90 RIGHT LIVING 


house, and she never counts her money, so I just help 
myself,”’ replied Dorothy. 

“But,” said Lillian, “‘would your mother let you take 
all that money, if she saw you?” 

“No,” replied Dorothy. Then she asked, ‘Do you 
think taking mother’s money is stealing?” 


QUESTIONS 


1. Would you call what Dorothy did stealing? 

2. What would happen if Dorothy’s mother caught her? 

3. How would Dorothy’s mother feel about it? 

4. Does money that fathers and mothers have belong to us? 
Why? 


The storekeeper who forgot to take the money.—Arthur 
was sent for a loaf of bread to the store where they always 
dealt. The store was crowded and the store-keeper was 
very busy. He handed Arthur his bread and turned im- 
mediately to another customer, asking what she wished. 

When Arthur saw that the store-keeper forgot to ask 
for the money, he put the dime in his pocket, saying to 
himself, ““He makes it up in other things, and anyway he 
will never miss it.” 

QUESTIONS 


1. Was Arthur right in what he did? Why? 

2. Was he right in what he said? Why? 

3. To whom did the dime belong after Arthur got the bread? 

4. What difference is there between what Arthur did and 
taking a dime from the cash register? 


REFERENCES 


From general literature-—‘‘He that steals an egg, will soon steal 
an ox.”’—Old Proverb. 


“He that loseth his honesty hath nothing else to lose.’””—Ly.y. 


Answers to Questions 


Answers to “What to Do’ 


LESSON ELEVEN 93 


“Who is an honest man? 

He who doth still and strongly good pursue, 

To God, his neighbor and himself most true; 

Whom neither force nor fawning can 

Unpin, or wrench from giving all that’s due. 

Whose honesty is not so loose or easy, that a ruffling wind 

Can blow away, or glittering look it blind: 

Who rides his sure and even trot, 

While the world now rides by, now lags behind.” 

, —GEORGE HERBERT 
From the Bible-—‘*Thou shalt not steal.””—Exod. 20:15. 
VeverlOsIT 


WHAT TO DO 


1. Look up in a dictionary the meaning of “‘stealing”’ 
and ‘“‘honesty.”’ 
2. Should one always be punished for stealing? Why? 

3. Is there ever a time when it is right to steal? 
When and why? 

4. Do you know of anybody who stole and was not 
punished? 

5. Tell of some people who were honest, even if it 
meant some loss to them. 

6. Read the passage from Leviticus. Did the boys and 
girls obey the commandment? How? 

7. There is a common saying, “‘Honesty is the best 
policy.”” Why is it the best policy? Is this the only reason 
for being honest? Is this the best reason? Why? 

8. Who owns the flowers in the park and the equip- 
ment of the public school? Do the people have a right 
to help themselves to the flowers or the equipment? 

9. What would you do if you found an article on the 
school premises? on the street? or on an electric car? 

to. After you have answered all the questions and 


94 RIGHT LIVING 


given reasons for your answers, ask some older person to 
answer them. 

. Which of these references would make He best 
aie for this lesson? Write it down in your notebook. 


STORIES YOU WILL ENJOY 


“Farmer Veit,’ in Silesian Folk Tales, J. Leeard and A. S. 
Carey, p. 64. 
“The Journeyman,” in the same oe aye ery 


PRAYER 


“OQ thou righteous God, forgive us if we have ever 
been dishonest even in small ways. Help us to realize 
that the things other people have are not ours. Help us 
never to steal even from our mothers and fathers. Help 
us to live honest, pure, and righteous lives. In Jesus’ 
name. Amen.” 


Answers to Questions 

















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LESSON 12 


LIFE-SITUATIONS 


The boys who went on a joy ride.—One evening when 
Mr. Faulkner came home from his club somewhat earlier 
than usual, he found his car missing. Just as he was get- 
ting ready to telephone the police and notify them that 
his car was stolen, he heard a car pull up to his garage. 
He went out to see who it was and found his neighbor’s 
two boys just getting out of the car. 

With a sort of half-frightened smile one of them said, 
“We thought you would not mind our using your car. We 
bought our own gasoline.”’ 

Mr. Faulkner then explained that he did not want 
anyone to use his car without his permission. The boys 
said, ““You are mean,” and went home insulted. 

QUESTIONS 

1. Do you think Mr. Faulkner was mean? Give reasons. 

2. What was wrong with these boys? 

3. Suppose Mr. Faulkner had not minded their using the car, 
should they have taken it without first having asked permission? 
Why? 

The girl who gave away some of her brother’s flowers.— 
Dan and Virginia each had some garden plants in blos- 
som. One day Virginia took a visitor at their home around 
the garden and showed her the flowers she and her 
brother were raising. The guest admired one of Dan’s 
blossoms, and Virginia picked it and gave it to her. When 
Dan came home he missed the flower, and when told that 
Virginia gave it away, he was very angry. 

97 


98 RIGHT LIVING 


QUESTIONS 


1. Was Dan right in being angry? Why? 

2. Dan was not at home, so Virginia could not have asked 
permission to pick the flower. She wanted to please the guest. 
What should she have done? Why? 

3. Dan was her brother; she would be glad to give him one of 
her blossoms; why could she not take one of his? Is it all right to 
help yourself to things from your family that you would not take 
from others? Why do you think so? | 


The brothers and the bicycle-—Herman, the older 
brother, wanted to use Edgar’s bicycle to ride downtown, 
and started to use it without permission. When Edgar 
saw him through the window he ran out to stop him. 
This resulted in a fight. Herman went off saying, ““You 
mean thing; don’t you ever ask me for anything after 
this.”’ 


QUESTIONS 


1. Was Edgar right in what he did? Why? 

2. Do you think Edgar would have let Herman have the 
bicycle if he had asked for it in the right way? 

3. Have we a right to use our younger brother’s things because 
we did something for him? Why? 

4. What should Edgar have done if he did not wish to fight? 


REFERENCES 


From the Bible-—Lev. 19:9, 10; Deut. 24: 19-21; Ruth 2:4-7; 
Matt. 7:12. 
From general literature.— 
“Be not too ready to condemn 
The wrong thy brother may have done; 
Ere ye too harshly censure them 
For human faults, ask, ‘Have I none?’ ” 
—ELIzA Cook 


Answers to Questions 


Answers to “What to Do” 


LESSON TWELVE Iol 


WHAT TO DO 


t. Read in the Bible the passages in Leviticus and 
Deuteronomy. Notice here that the poor had a right to 
glean in the fields of the rich. Now read Ruth 2:4-7. 
Take special notice of verse 7. Why did Ruth first ask 
permission to glean when the law gave her the right? 

2. Do you think the boys and girls in the lesson 
obeyed the Golden Rule? How would they like it if their 
brothers used their things without permission? __ 

3. Should children use their parents’ automobiles 
without permission? Why? 

4. If people tell us to use their things, should we take 
them without permission, or first find out whether the 
owners are planning to use them? For what other reasons 
should we speak to the owners before going ahead and 
using their things? 

5: What should one do when someone uses his things 
without permission? Would you do the same? 

6. Do you know of anyone who is using other people’s 
things without permission? What ought you to do about 
it? 

- 4, Choose a motto from the references of this lesson. 
Write it down in your notebook. 

8. Sometime’ during the week talk over these stories 
with your parents or two or three of your grown-up 
friends whom you admire; get their opinions and the 
reasons for their opinions. Write down on a separate page 
what they say. 

g. On Saturday or Sunday morning, read over the 
lesson stories again; also read your opinions and the 
opinions of your friends. Think over these results and 


102 RIGHT LIVING 


see whether you wish to change your opinion. If you do, 
write down your new opinion and the reasons for it. 

10. Take all this material which you have prepared 
to Sunday school, where, with the help of your teacher 
and the others in the class, you will discuss each problem. 
After you have heard what the rest say, draw your own 
conclusions, and vote accordingly. Let the secretary of 
the class write down the class decision in the class record- 
book. Copy it in your own book to keep. 


STORIES YOU WILL ENJOY 
“Sir Walter Raleigh,” in Fifty Famous Stories, J. Baldwin. 
“Sour and Civil,” in The Wonderful Chair, G. F. Browne. 
PRAYER 

(To be used every day this week.) 

“Heavenly Father, forgive me if I have ever used 
other persons’ things without their permission. Help me 
from now on always to ask for permission before I borrow. 
Help me to be fair and to treat others as I would like 
them to treat me. In Jesus’ name. Amen.” 


Answers to Questions 








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LESSON 13 


LIFE-SITUATIONS 


The boy who pushed himself ahead.—There was quite 
a waiting line before the ticket window at the railroad 
station. David, who was about a half-block away from 
the window, left his place and went to the window. As a 
tall, fat man came along, David stepped ahead of him, 
pushing his way into the line, thus getting his ticket out 
of his turn. Some of the men applauded his trick as being 
a fine thing to do. 

QUESTIONS 

1. Was this a nice thing to do? Why do you think so? 

2. What would you call this way of doing things? 

3. Suppose David was in a hurry to make a train, what should 
he have done then? 

The girl who had a birthday party.—Jean had a birth- 
day party, to which she had invited her friends. Among 
the many presents she received a box of candy. After she 
had thanked her friend very politely for bringing the 
candy, she proceeded to taste it. After tasting several 
pieces, she shut up the box and put it away, without 
offering any to her friends. She did that several times dur- 
ing the party. Toward the end of the party she remarked, 
“This candy is just delicious; I hate to give it away.” 


QUESTIONS 
1. What was the matter with Jean? 
2. Suppose she had bought the candy; what would have been 


the right thing for her to do? 
3. Should we always share what we have with our friends? 


105 


106 RIGHT LIVING 


The boy who would not stay home.—Bert was one of 
nine children, whose father worked hard to make 4 living. 
His mother and older sister were always working to take 
care of all the children. 

One evening Bert’s mother asked him to stay home 
so that she and the older sister, who very seldom went 
out, could go to a movie which they had wanted to see 
for a long time. 

“No,” replied Bert, “‘I want to see the picture, too, 
and it will only be played this evening. Besides, I prom- 
ised some of the boys to go with them.” 


QUESTIONS 
1. Was Bert right in the stand he took? Why do you think so? 
2. Should we always keep our promises or dates? When? 
3. Suppose his mother did not have to work hard, would it be 
all right for Bert to refuse? Why do you think so? 


REFERENCES 


From the Bible-—‘‘Bear ye one another’s burdens and so fulfil 
the law of Christ.””—Gal. 8:2. 

“For the Son of man came not to be ministered unto, but to 
minister.’”’— Mark 10:45. 

“And this commandment have we from him, that he who 
loveth God, love his brother also.”—I John 4:21. 

Luke 10: 30-37. 

From general literature.—‘“The Legend of the Arabs,”’ C. Ten- 
nyson-Turner, in Poems of Action, edited by David Porter, p. 44. 


WHAT TO DO 


1. Write down in a sentence or two what the word 
“selfishness” means to you. Then look it up in the dic- 
tionary, and if you find something more about the mean-. 
ing of selfishness, write it down also. 

2. Think of the ten or twelve boys and girls you know 


Answers to Questions 


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LESSON THIRTEEN 109 


best. Is there any very selfish one among them? If there 
is, what do you think of him? What do other people 
think of him? Is there any very unselfish boy or girl 
among them? What do people think of him? 

3. Do most of the boys you know do acts of service 
for other people? 

4. Read Luke 10:30-37. Do you remember the story 
about the Good Samaritan? What does it teach about 
selfishness? Who was selfish in that story? What was 
the trouble with those who would not help the robbed 
man? Who was the man who did help him? Why did he 
do it? Do you know of any similar stories of today? 
Write them down. | 

5. Think up two stories you know, or two incidents 
about people, describing a selfish and an unselfish deed. 
Bring them to tell to the class. 

6. Why are people selfish? Do you think David would 
have pushed ahead if he had thought about what he was 
doing and realized that he was cheating the other people 
in line? Would Jean have eaten the candy if she had 
thought enough to see how it would make them feel? If 
Bert had stopped to think how long it had been since his 
mother had seen a movie, and how hard she had worked 
for him, would he have refused to stay at home? 

Can you think of times when you acted selfishly be- 
cause you didn’t stop to think of what it meant to the 
other person? 

7. If you think it would help you to be unselfish, write 
down in your notebook the following pledge: “I promise 
myself that I will try always to think before doing any- 
thing which may be selfish and to let myself do no selfish 
things.” 


IIO RIGHT LIVING 


Then keep a list each day this week of the times when 
you have been selfish and when you have kept yourself 
from being selfish, to see how much shorter the first list 
and how much longer the second list can be at the end of 
the week. 

8. Can you think of some unselfish deed, too big to 
do alone, that the whole class might share in? Take your 
suggestion to class and see if together you can work out a 
plan. 

9. Do not forget to choose a motto for this lesson and 
write it down in your notebook. 


STORIES YOU WILL ENJOY 


“Maud Granger’s New Dress,” in Bed Time Stories, Moulton, 
p. 225. | 
“Dickey Smiley’s Birthday,” in The Story Hour, Wiggin and 
Smith, p. 38. 
“The Rescue Party,” in Stories of Other Lands, Johonnot, 
p. 220. | 
PRAYER 


“Dear heavenly Father, help me to be considerate 
of others; to be willing to make sacrifices for the sake of 
others; to share my things and time with others. Amen.” 


Answers to Questions 


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LESSON 14 


LIFE-SITUATIONS 


The girls that were organizing a chowr.— ‘Mr. Childs, 
we came to ask you to raise the age limit for admittance 
into the choir.”” When the choir director asked for the 
reason, he was told, ‘‘So that Alma and Phyllis cannot 
join it.” He further discovered that the reason why the 
rest of the girls did not want these two was because they 
were ‘“‘not as nicely dressed as the rest.”” Alma and Phyllis 
were poorer girls, but had fine voices and were only one 
year younger than the others. All of them were over 
twelve years of age, and they were in the same grade of 
public school. 


QUESTIONS 

1. What do you think was the trouble with the girls who 
wanted the age limit raised? 

2. Should those girls have been denied the privilege of belong- 
ing to the choir because they were poor? Should poverty ever make 
a class distinction? Why do you think so? 

3. What should Mr. Childs have done? Suppose you were one 
of the two girls, what would you like to have Mr. Childs do? 

4. If you had been Alma or Phyllis, would you have wanted to 
join under the circumstances? 


The boys who went on a hike.—‘I don’t think that’s 
fair, I don’t think that’s fair!’ 

Chester was protesting against some of the boys’ mak- 
ing fun of Ernest’s clothing and the bundle in which 
he had his things. The club was going on a two days’ 
hike, and each boy had a suitcase with him and wore hik- 
ing clothes except Ernest, whose parents were poor. He 


113 


14 RIGHT LIVING 


wrapped his things in a paper and wore every-day clothes. 
Some of the boys remarked, “‘He ought to stay home if 
he cannot have the proper equipment.” 


QUESTIONS 

1. What was the trouble with those boys who made this re- 
mark? 

2. Why do you think they objected to Ernest’s going along 
this way? Were they right? 

3. Is it possible that Ernest was just as good a boy as the 
rich boys? 

4. Was Chester right in his protest? Why? 

The decision of the graduating class—There was quite a 
noise in the office as Mr. Martin, the principal of the 
grade school, was entering. He found the president of the 
graduating class and five other girls arguing. When he 
entered, the president explained that the majority of the 
class wanted to wear plain white dresses for the gradua- 
tion exercises, while a few of the girls insisted that every- 
one should wear the kind of dress her parents could afford 
to buy for her. When he asked as to the reason why the 
majority wished plain dresses, he was told, “‘So that 
Alvira would not feel embarrassed, because her folks can- 
not afford to buy a new dress for her, and the only one 
she has is a plain white dress.” ““We can show off our 
dresses outside of the school,” they continued. The other 
girls argued that their dresses were already made and 
they did not see why they should wear a plain dress just 
for the sake of a poor girl. 


QUESTIONS 
1. Which of the girls do you think were right? Why do you 
think so? | 7 
2. Suppose you were Alvira, what would you call the spirit of 
the girls? 


Answers to Questions 


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LESSON FOURTEEN I17 


REFERENCES 
From the Bible.—Luke 18:9-14; Jas. 2:1-5. 


From general literature —‘“‘He who meanly admires a mean 
thing is a snob—perhaps that is a safe definition of the character.”’ 
—THACKERAY. 


“The best manners are stained by the addition of pride.”— 
CLAUD. 


‘“‘When pride begins, love ceases.” —LAVATES. 


WHAT TO DO 


1. Look up in a dictionary the meanings of “‘conceit”’ 
and “‘snobbishness” and write them in your notebook. 
Do you agree with Thackeray’s definition? 

2. Read the parable given by Jesus in Luke 18:9-14. 

3. Which of the definitions best suits the Pharisees? 
Which is best suited to the boys and girls in this lesson? 
Give reasons for your statements. 

4. Describe in your own words how the advice of 
James is related to our lesson. 

5. It seems that people in Bible times were inclined 
to respect the rich more than the poor. Does the Bible 
approve of it? 

6. The girls that were organizing the choir were in the 
church. Do you think they were fit to sing in a Christian 
choir by the attitude they took to Alma and Phyllis? 
Why do you think so? 

7. Which of the boys and girls fulfilled the great com- 
mandment? Which would you say were real Christians? 

8. Do not forget to choose a motto for this week. 


STORIES YOU WILL ENJOY 


“The Glove,” in The Children’s Second Book of Poetry, E. K. 
Baker, p. 164. 


118 RIGHT LIVING 


“Minerva and Arachne,” in Round the Year in Myth and Song, 
F. Halbrook, p. 166. 

“The Magic Porcupine feaniky 2a in Indian Folk Tales, Mary 
F. N. Roulet, p. 121. 


PRAYER OF THIS WEEK 


“Loving God and Father, we thank thee for the life 
of Jesus. He lived with the poor and sinners in order to 
help them. Help us to learn from him. He was the great- 
est and best man who ever lived, yet he was never con- 
ceited nor snobbish. Help us to be like him. May we 
always love each other as thou dost love us. In Jesus’ 
name. Amen.”’ 


Answers to Questions 


Answers to “What to Do’’ 


LESSON 15 


LIFE-SITUATIONS 


Are all Americans Christians?—‘‘The Catholics are not 
Christians, are they, Mrs. Smith?’? Mabel asked. Her. 
teacher was telling the class that not all the people who 
live in the United States are Christians. 

“Would it make any difference to you if you should 
discover that they are Christians?” asked Mrs. Smith. 

“No, it would not. I do not like Catholics anyway!” 

“How about the Jews?” asked another girl. 

““T hate the Jews,” said Beatrice. 


QUESTIONS 


1. Was Mabel right in her feeling toward the Catholics? Why? 

2. Why did Beatrice hate the Jews? 

3. What should be our attitude toward those of another reli- 
gion? 


The boys who stayed away from class.—It was almost 
time for Sunday school to begin. Mr. Burgess was sitting 
with three of his pupils, waiting for the arrival of the other 
seven boys of the class. The bell rang, but the other boys 
did not appear. 

‘What has become of the rest of the class?” asked 
Mr. Burgess. 3 

One of the boys present replied, ‘‘They all decided | 
that as long as Tom and Peter stayed in the class, they 
would stay away. They did not want any foreigners 
in this class.”” Tom was an Italian and Peter was a 
Russian. 


122 RIGHT LIVING 


QUESTIONS 


1. Why did the boys refuse to be in the same Sunday-school 
class with the foreigners? 

2. Who is a true American? 

3. What should Mr. Burgess have done about it? 

4. What should the boys have done? 


A discussion.—‘We do not want a ‘nigger’ in our 
Sunday-school class!’ 

“But he is just as good as you are; color does not 
matter.” } 

This was what Mr. Johnson overheard as he entered 
his classroom. 

It was “Bring a new member to Sunday school’’ 
Sunday. Each boy was to bring a new pupil. Fred 
brought a colored boy with him, and three of the members 
protested. Fred then took the part of the colored boy 
whom he had brought with him. 


QUESTIONS 


1. Was Fted right in bringing a colored boy to his Sunday- 
school class? Why? 

2. Were the boys right in refusing to have a colored boy in their 
class? Why? 

3. Should the white people ever mix with the colored people? 
Is there a time when they should not? When and where? 


REFERENCES 


From the Bible-—‘‘Thou shalt love the Lord thy God with all 
thy heart, and with all thy soul, and with all thy mind, and.... 
thou shalt love thy neighbor as thyself.””—Mark 12:30, 31. 

“Tf a man say, I love God, and hateth his brother, he is a liar, 
for if he that loveth not his brother whom he hath seen, how can . 
he love God whom he hath not seen?”—I John 4: 20. 

Jonah 1:1-10; Rom. 9:3-5. 


Answers to Questions 


Answers to “What to Do” 


LESSON FIFTEEN 125 


From general literature.— 
THE LEAST OF THESE 

“Dago, Sheeny and Chink, Greaser, Nigger and Jap, 
The Devil invented these names, I think, 
To hurl at each hopeful chap 
Who comes so far from over the foam 
To this land of his heart’s desire, 
To rear his brood, to build his home, 
And to kindle his hearthstone fire, 

- While the eyes with Joy are blurred, 
So we make the strong man sink, 
And stab the soul with the hateful word. 


“Dago, Sheeny and Chink, Greaser, Nigger and Jap. 
From none of these does the Savior shrink, 
He lifted them all to his lap; 
And the Christ in his kingly grace, 
When their low, sad sob he hears, 
Puts his tender embrace around each race 
As he kisses away its tears, 
Saying, ‘O least of these, I link thee to me for 
whatever may hap—’ 
Dago, Sheeny and Chink, Greaser, Nigger and Jap.” 


WHAT TO DO 


t. (a) Readstory 1 again. (b) Think it over seriously. 
(c) Answer the questions at the end of the story. (d) Give 
reasons for your answers. 

2. Do the same with stories 2 and 3. 

3. Sometime during the week talk over these stories 
with your parents or two or three of your grown-up 
friends whom you admire; get their opinions and the 
reasons for their opinions. Write down what they say on 
page 2. 

4. Read the references to Jonah. Think out the an- 
swers to these questions: 


126 RIGHT LIVING 


a) Why did Jonah refuse to go to Nineveh? 

b) How did God feel toward the people of Nineveh? 

5. What do we owe to foreigners? 

6. What do we owe to the Jews? Read over the pas- 
sage in Romans. 

7. Do you know of any class of people in America 
who love Jews, or the colored? Why? 

8. Do you know of any people, born in a foreign 
country, who are now American citizens and are a help 
to the American people? Read The Making of an Amert- 
can, by Jacob Riis. 

9. Do we owe anything to the colored people? Do 
you know of any negroes who have been, or are, great 
men? If you do not know any, read Up from Slavery, by 
B. T. Washington. Ask the librarian to give you the 
Survey which tells about the wonderful work which 
George Washington Carver has been doing for the agri- 
culture of the South. 

to. Are foreigners our brothers? How? Did these 
boys and girls love their brothers? 

t1. Choose a memory text for this lesson. 

12. Memorize the verse from I John and the poem 
“The Least of These.” 


He prayeth well, who loveth well 
Both man and bird and beast 

He prayeth best who loveth best 
All things both great and small, 


For the dear God who loveth us, 
He made and loveth all. 


—COLERIDGE, The Ancient Mariner 


Answers to Questions 


Answers to “What to Do’’ 


LESSON FIFTEEN 129 


PRAYER 


“O God, help us to remember that when we say ‘Our 
Father’ we mean that thou art the Father of all mankind 
and we are brothers to every race and nation. Forgive us 
if we have thought ourselves better than people of another 
race, and help us to love them because we see the good 
in them and know that they too are thy children. In 
Jesus’ name we ask it. Amen.” 





Answers to Questions 


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LESSON 16 


LIFE-SITUATIONS 


The boy with “sticky fingers.’—Bert is known by 
most of the boys as “Sticky fingers.’? Whenever some- 
thing disappeared from school or the club, Bert was the 
first one to be suspected. Bert is quite an odd fellow; 
most of the time he keeps away from the rest of the boys 
and likes to stroll off by himself. They laugh at him and 
do not want to be associated with him, because ‘“‘he is no 
good.” 

The other evening when a sweater disappeared from 
the gymnasium, everyone said, ‘‘Bert took it.’” When he 
was asked whether he had taken it or not, he admitted 
that he had, and said, ‘‘Mother is sick and dad does not 
earn enough money, and I cannot get working papers to 
go out and work and help at home. I thought I could sell 
the sweater.” 


QUESTIONS 


1. Should boys associate with one who steals? 
2. What should those boys do regarding Bert? 
3. How can they help him? 
4. What should Bert do? Is he justified in stealing because his 
people are poor? 


The girl who cheated.—‘‘None of the boys or girls have 
anything to do with Virginia,” Margery told her mother. 
“Why, Margery! It is not nice for you girls and boys 
to treat one of your schoolmates like that,’ replied 
Margery’s mother. 
133 


134 RIGHT LIVING 


“Tf you knew what Virginia was doing you would not 
feel so sorry for her,” said Margery. “She is always cheat- 
ing in all her studies, and we do not believe in cheating. 
The teacher thinks we are right and said that it was not 
right to cheat no matter what the reason may be.” 

Margery’s mother did not argue any further, but went 
to find out what the reason was for Virginia’s cheating and 
to see what she could do. This is what she found out: 

Virginia came from a home whose parents were very 
strict. They punished her severely if she did not make 
good grades. Virginia was not very smart in her studies 
and was afraid of her parents, so she decided that the only ~ 
way to avoid punishment was to cheat. 

QUESTIONS 

1. Was Virginia right in cheating in order to avoid punish- 
ment? 
2. What should she have done? | 

3. Were the pupils right in the stand they took against cheat- 
ing? Were they right in the stand they took against Virginia? 
Why? 

4. Is punishment always the best method of helping a cheater? 

5. Is there some other way of helping one not to cheat? What 
is it? 

REFERENCES 

From the Btble-— ‘Execute true judgment and show mercy 
and compassion every man to his brother.’’—Zech. 7:9. 

“Finally, be ye all of one mind, having compassion one of 
another; love as brethren, be pitiful, be courteous.”—I Pet. 3:8. 

Luke 19: 1-10. 

WHAT TO DO 

t. (a) Read story 1 again. (0) Think it over seriously. 
(c) Answer the questions at the end of the story. (d) 
Give reasons for your answers. 

2. Do the same with story 2. 


Answers to Questions 


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LESSON SIXTEEN 137 


3. Sometime during the week, talk over these stories 
with your parents or two or three of your grown-up 
friends whom you admire; get their opinions. Write 
down on page 2 what they say. 

4. Read the passage in Luke. What kind of man was 
Zacchaeus? Why did the Jews object to Jesus’ eating 
with him? What did Jesus answer? Did it pay for him 
to do what he did? How? What would Jesus have done 
if he had acted as Margery and her friends did? What 
would Margery have done if she had acted toward 
Virginia as Jesus acted toward Zacchaeus? 

5. Look up in the dictionary the meaning of ‘‘sym- 
pathy.”’ Now put it into your own words and write it 
down in your notebook. 

6. Go to the library and ask the librarian for a short 
story of Jean Valjean, by Victor Hugo. What was the 
bishop’s attitude toward him? Did it pay? How? 

7. What other danger was there in what Virginia and 
Bert did, besides that they might be caught and pun- 
ished? 

8. Did the boys and girls practice the advice given 
by Zechariah and Peter? Why do you think so? 

9g. Which of the references would make a good motto 
for this lesson? Write it down in your notebook. 


STORIES YOU WILL ENJOY 


“Fox in the Well,” in Fairy Stories and Fables, J. Baldwin. 
“Gift of Peesy,” in Stories of Plato, M. R. Burt. 
‘““A Mother’s Visit,” in On the Farm, Parker and Helm, p. 06. 


PRAYER 


(Use it throughout this week.) 
“Gracious Father, help us to realize that we are all 


138 RIGHT LIVING 


brothers and sisters. As we should not like to have others 
misjudge and treat unsympathetically our own brothers 
and sisters, so help us to be sympathetic and courteous 
toward the brothers and sisters of other boys and girls. 
Help us not to condemn others unfairly, and show us how 
to help other boys and girls as Jesus helped sinners. This 
we ask in his name. Amen.” 


Answers to Questions 


Answers to “What to Do” 


LESSON 17 


LIFE-SITUATIONS 


The boy who could but would not.—‘‘You are a fool if 
you let him go along to the game! It was on account of 
him that you did not go last month, and now is your 
chance to get even with him.” 

Some of his classmates said this to Wilbur, who was 
inviting Lester and the rest of the boys to go in his car 
to the last baseball game his school was playing. 

“IT know I did not go to the game because Lester told 
the coach that I broke the window in the gym,” Wilbur 
replied, “but you know I just joined the church last 
month, and a Christian must forgive his enemies.” 


QUESTIONS 


t. Who do you think was right, Wilbur or the other boys? 
Why do you think so? 

2. Ought people that are not Christians to forgive? Why do 
you think so? 

3. How do you think Lester felt? Read Rom. 12:20. Do you 
think that was true of Lester? Why? 


The boy who wanted to get even.—‘‘No, I won’t forget 
it. Pll get even with him yet,” Vernon exclaimed when 
his mother advised him to forgive Harrison for having 
told the teacher that he was teasing a girl. 

“He is a tattletale, and I'll never speak to him,” he 
continued. ‘“‘’m going to make a fool of him as I was 
made a fool before the whole class. I don’t care if he did 
apologize!’ 

I41 


142 | RIGHT LIVING 


QUESTIONS 

1. Was Vernon right in what he said? Why do you think so? 

2. Suppose Harrison had not apologized; would it have been 
all right for Vernon not to forgive him? Why do you think so? 

3. Suppose you were in Vernon’s place; what would you have 
done? 

4. Suppose you had been in Harrison’s place; what would you 
have liked to have Vernon do? 


REFERENCES 


From the. Bible-—‘‘Love your enemies, do good to them that 
hate you, bless them that curse you, and pray for them which 
despitefully use you and persecute you.”—Matt. 5:44. 

“And forgive us our debts, as we also have forgiven our 
debtors.” —Matt. 6:12. 

Matt. 18:21-35; I Sam. 25:1-39; I Sam. 26:6-25. | 

From general literature.—‘‘The best sort of revenge is not to be 
like him who did the injury.”—ANTONINUS. 

“Revenge is always the pleasure of a little, weak, ala) narrow 
mind.’’—JUVENAL. 

‘““A coward never forgives.’’—STERNS. 

“There is no passion of the human heart that poisons so much 
and pays so little as revenge.” —H. W. SHAW. 


WHAT TO DO 


t. Do you think it is possible to hold a feeling toward 
our enemies that can be described as love? 

2. Do you think Jesus would have told us to do so if 
he thought we could not do it? 

3. Did Jesus do it? Read Luke 23:34. 

4. Did any of his followers do it? Read Acts 7:60. 

5. According to Matt. 6:12, could Vernon expect God 
‘to forgive him, since he was not willing to forgive his 
schoolmate? 

6. Which one of the boys lived nearer to Christ’s 
standard? 


Answers to Questions 


Answers to “What to Do’ 


LESSON SEVENTEEN 145 


7. Should Christians always forgive? Read the an- 
swer to this question in Matt. 18: 21-35. 

8. Can you mention anybody who has forgiven you 
many times? Who is it? 

9. In the light of these commandments, should we 
permit people to cheat us or mistreat us and not say any- 
thing to them about it? 

to. What then did Jesus mean by saying ‘‘Love your 
enemies,” ‘Forgive our debts as we forgive our debtors?” 
Think this through carefully. Talk it over with your par- 
ents and other people. Ask your minister what this 
means, and then ask your teacher. 

tt. Which of the references would make the best 
motto for this lesson? Write it in your notebook. 


STORIES YOU WILL ENJOY 


“The Apostle of the Indians,” in The American Book of Golden 
Deeds, J. Baldwin, p. 181. 

“The Hero of Valley Forge,” in the same book. 

“How Gladstone Found Time to be Kind,” in Stories from Life, 
O. S. Marden, p. 48. 


PRAYER FOR THIS WEEK 


“Gracious Father, I thank thee for thy forgiving 
spirit. Thou art always ready to forgive me as Jesus for- 
gave, even when he was not asked. I thank thee for the 
forgiving spirit thou hast given to my parents, teachers, 
and others. Help me to grow like Jesus and always forgive 
and love my enemies. In his name. Amen.” 





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Answers to Questions 


Answers to “What to Do” 


LESSON 18 


LIFE-SITUATIONS 


The boy whose sister locked him in.—Joseph and his 
sister were playing in the kitchen. As they played, his 
sister ran into the back entry and locked the door, so that 
he could not open it. 

After several unsuccessful attempts to push the door 
open, he became angry and plunged his right hand 
through the glass in the door. 


QUESTIONS 


1. Was that the best thing Joseph could have done? Why? 

2. What should he have done? 

3. Suppose he could not have persuaded his sister to open the 
door, would he have lost anything if he had not gone out at that 
time into the entry? 

4. What danger was there in what he did? 


The girl who was told to stay at home.—Anna was 
getting ready to go out with a bunch of girls when her 
mother came into the room and said to her, ‘Anna, I 
want you to stay at home this evening.” 

Anna immediately flew into a rage, stamped her foot, 
and said, ‘‘You always interfere with my good times.” 

She ran out, slamming the door behind her. This was 
the third time that week she had gone out. 


QUESTIONS 


1. Was Anna’s mother unreasonable in asking her to stay 
home, since she had already been out twice that week? Why do 
you think so? 


149 


150 RIGHT LIVING 


2. Even if Anna had not been out once that week, should she 
have done what she did? Why? - 
3. Why do you think she did this? 


The boy who defaced his sister’s tablet—Mrs. Dere- 
mus’ children had been given new writing-tablets. Edna 
wrote Jack’s name on his. When he came home and dis- 
covered what his sister had done, he cried out angrily, “I 
would rather write my own name on my tablet.” 

Without giving her any chance to explain, he took her 
tablet and defaced it. | 


QUESTIONS 


What harm was there in what Edna did? Why? 

Why do you think Jack defaced his sister’s tablet? 

Do you think he was right in what he did? Why? 

What else could he have done instead of what he did? 


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REFERENCES 


From the Bible.— 
“Be not hasty in thy spirit to be angry, 
For anger resteth in the bosom of fools.” 
—Ecel.,7:9 
Exod. 2:1=15. : 
“He that is slow to anger is better than the mighty; 
And he that ruleth his spirit, than he that taketh a city.” 
—Prov..16; 32 


WHAT TO DO 


t. Read the lesson stories and answer the questions. 

2. What opportunity did Moses have in Pharaoh’s 
house? 

3. What made him lose it? 

4. Could he have done something else to stop the beat- 
ing of the slave? How? | 


Answers to Questions 


Answers to ““What to Do” 


LESSON EIGHTEEN 153 


5. What did Jesus teach about fighting back? Did 
Jesus practice it? 

6. What harm is there in losing one’s temper? 

7. Why do we call some people “‘crazy mad’’? 

8. Why do people get angry? How can anger be con- 
trolled? 

g. See whether you can control your temper this week. 
Make a note of it every time you do, and bring the record 
to the class with you. 

to. Should people never get angry? 

t1. What is the difference between being angry and 
losing one’s temper? 

12. Do you know of anyone who lost his temper? 
Anyone who controlled his temper? Tell about them. 

13. Choose a motto from the references and take it 
with you to class. 


STORIES YOU WILL ENJOY 


“Turning Points in the Life of a Hero,” in Stories from Life, 
Marden, p. 18. 

“The King and His Hawk,” in Fifty Famous Stories Retold, 
Baldwin, p. 113. 

“Jo Meets Apollyon,” in Little Women, Alcott. 


PRAYER 


(Use it throughout the week.) 

“Dear Father, thou hast given us strength and prom- 
ises of strong lives. Thou hast given us opportunities to 
become great and develop worth-while bodies. May we 
never spoil the opportunities by giving way to our tem- 
pers; may we always be able to control ourselves as 
Jesus did. Amen.”’ 


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Answers to “What to Do” 


LESSON 19 


LIFE-SITUATIONS 


The boy who wanted to go to the baseball game.—‘‘Here 
is your cat, sis,” Clifford said to his sister as he gave her 
her cat, which had been absent for two days. Clifford was 
on his way to a baseball game when a boy friend told him 
that he had seen his sister’s cat near their home. Clifford 
was very anxious to go to the baseball game, but he also 
knew how badly his younger sister was feeling because 
her pet cat had disappeared. It did not take him very 
long to decide he ought to go for the cat and make his 


sister happy. 
QUESTIONS 


1. As Clifford was very anxious to see the game, why do you 
think he did not go to the game first and then go for the cat? 

2. What would you have done if you had been in Clifford’s 
place? 

The high hockey team.—Several members of the high 
hockey team were very much upset because they had lost 
several games to another class. 

“Tt is not fair,”’ said they, “‘that we should lose the 
games just because Helen is trying to get into practice.”’ 

Helen had just returned to school after a year’s 
absence on account of sickness. The gym teacher had 
placed Helen on the team with her class, telling them that 
she would pick up after a few games. However, as the 
girls said, this caused them to lose several games, and 
they seriously objected to losing, even for a little while, 
for the sake of one girl. 

157 


158 RIGHT LIVING 


Helen overheard their protests and, after worrying 
about it for some time, decided not to take part in any 
more games, in order that ser team might not lose. 


QUESTIONS 


1. Should Helen have given up her chance of playing hockey 
for the sake of the team? Why? 

2. Were these girls right in their protest? Why? 

3. Would it not be worth while for the team to lose a few games 
in order to help Helen get back into the game? Why? 


The boy who had a blowout.—The Sunday school was 
just leaving for a picnic. Suddenly a boy came running 
and said that George’s father had a puncture in one of his 
tires and George would have to stay to help mend it. 
The boys of his class crowded into some of the other cars, 
but one of the boys.suggested that they wait for George 
and go with him. Another boy then reminded them that 
they might miss the boat ride if they stayed to wait for 
George. 

QUESTIONS 


1. Should the boys risk a chance of missing a boat ride for the 
sake of George? Why? 

2. Do you think that several should suffer for the sake of one? 
Why? 

3. Should we always make sacrifices for others? Why? When? 


REFERENCES 


From the Bible-—‘‘A friend loveth at all times, and a brother 
is born for adversity.”—Prov. 17:17. 

“Bear ye one another’s burdens, and so fulfil the law of Christ.” 
—Gal. 6:2. 

Rom. 12:10; 15:1-2; I Cor. 10:24, 33; Phil. 2:2-4. 


Answers to Questions 


Answers to “What to Do’ 


LESSON NINETEEN 161 


WHAT TO DO 


1. Ask at least three of your older friends what should 
be done in stories 1, 2, and 3. 

2. Do you think the girls who objected to letting 
Helen play, or the boys who would not wait for George, 
practiced the Golden Rule? How? 

- 3. Suppose you were in Helen’s place or George’s 
place, how would you like to be treated? 

4. Read the Bible references, and write down on paper 
how they apply to this week’s lesson. 

5. Which one in those stories lived up to the advice 
of the Bible? 

6. Do you know of somebody who was willing to suffer 
for the sake of others? Come to class prepared to tell 
about him. 

7. Try during this week to do the unselfish thing when 
there is a chance between doing what you want to do and 
doing something for someone else. 

8. Which of the references will make the best motto 
for this lesson? Write it in your notebook. 


STORIES YOU WILL ENJOY 


The Cup of Loving Service, E. D. Taylor. 

“The Boy Who Became Chief,” in Indian Folk Tales, Mary 
FE. N. Rowilet, p. 52: 

“The Daughter of Tiogaughwa,” in the same book, p. 92. 

“The Hideous Lady,” in Stories of the King, Baldwin, p. 226. 

Also “Partners,” p. 9; ““The Boiler Cleaners,” p. 21; “Peter 
Woodland,” p. 27; ‘““The Dinsmite Hero,” p. 295; and “‘A School 
Girl’s Heroism,” p. 303, in The American Book of Golden Deeds, 
Baldwin. 


162 ‘ . RIGHT LIVING 


PRAYER 


(Use it every day through the week.) 

“Our loving Father, we thank thee for the self- 
sacrificing life that Jesus lived. Help us to be true follow- 
ers of Jesus, so that we too may always try to help others 
and give up things, even rightful pleasures if necessary, 
so that we may make others happy, and so that this 
may be a better and happier world to live in. Forgive us 
if we have been selfish. We ask this in Jesus’ name. 
Amen.” 





Answers to “What to Do” 


LESSON 20 


-LIFE-SITUATIONS 


“Oh, excuse me.’’—Jerry has a slip-on coat, and when- 
ever he can he stands near someone whom he likes to 
tease. While he puts the coat on he tries to make the 
sleeves flap in the person’s face. Then he politely says, 
Oh, excuse me.” 

Jerry is careful not to play his trick on the same per- 
son twice, and to choose someone who doesn’t know about 
it. Last week when his mother asked him why he did 
it, he replied, ‘“‘Oh, just for fun.”’ 


QUESTIONS 


1. Is there anything wrong in what Jerry was doing? Why? 

2. Is there anything wrong in Jerry’s remark, “Oh, excuse 
me”? What does this remark imply? How? 

3. What would happen if those whom he was teasing knew 
that he did it purposely? 


“Just for fun.”’—Pauline had been playing all sorts of 
tricks on Henrietta, her chum, who sat in front of her in 
school. After a time, Henrietta, tired of the teasing, 
flipped her pen over her head at Pauline. The pen struck 
Pauline in the eye and the injury caused Pauline to lose 
the sight of her eye. When the girls were asked why they 
did this, they said, “‘Just for fun.” 


QUESTIONS 
1. Who is to be blamed in this case? Why? 
2. How do you think Henrietta felt about it? 
3. These two girls were friends before this happened. Do you 
think they continued to be friends? Why? 
165 


166 RIGHT LIVING 


The boys who played police.—Several of the boys were 
playing burglar and police in a lumber yard. They took 
the boy who was the burglar and jailed him ina box. Then 
they piled blocks around the box about six feet high, so 
that if the boy attempted to get out, the blocks would fall 
on him. Then they went home to supper and left the boy 
in the box. 

Fortunately the lumberman cen to notice the 
pile just before he was about to leave for the day. He 
uncovered the box and found the boy almost. suffocated. 

When the boys were asked about the affair, they 
laughed and said, “‘It was good fun to leave him there.”’ 


QUESTIONS 


1. Was it wrong for the boys to play burglar and police? 

2. Was it wrong to put the boy in the box? 

3. What was wrong in what the boys did? 

4. What might have happened if the lumberman had not 
noticed the pile of blocks? 


REFERENCES 


From the Bible-—“All things whatsoever ye would that men 
should do to you, do ye even so to them.”’—Matt. 7:12. 


WHAT TO DO 


1. Think out the answers to these questions: 

a) Why do boys and girls like to tease? 

b) Is it wrong to tease at all? Why do you think so? 

c) Is it all right to tell a lie when it is meant only to 
tease? Why do you think so? 

d) Do you know of any boys or girls who tease others? 
Do they themselves like to be teased? | 

e) Suppose everybody would accept the Golden Rule 
as a principle, would there be any teasing? Why? 


Answers to Questions 


Answers to “What to Do’ 


LESSON TWENTY 169 


f) Could people have fun without teasing others? 
How? 

2. Look up in the dictionary the meaning of ‘‘teas- 
ing.” 
3. Write down a number of different ways of teasing, 
under two heads, “Right Kind of Teasing” and ‘Wrong 
Kind of Teasing.” Give reasons why you name some as 
the right kind of teasing and the others as the wrong kind. 

4. Have you been teasing others at home, in school, 
or at play? Write down how many times you have done 
so this week. See whether you can avoid harmful teasing 
during the coming week. 

5. See whether you can find a motto for this lesson 


outside of your reference. 


STORIES YOU WILL ENJOY 


“Where Sara Jane’s Doll Went,” in Young Lucretia, Mary E. 


Wilkins Freeman. 
“The Inch Cape Rock,” R. Southey, in Children’s Second Book 


of Poetry, Baker. 
PRAYER 
“Dear heavenly Father, help us always to keep the 
Golden Rule and practice it every day. Help us not to 
annoy anyone. Help us to think things over before we 
say or do anything to others. In Jesus’ name. Amen.” 


yes pe aie 
Mecano * 





Answers to Questions 


Answers to “What to Do” 


LESSON ?1 


LIFE-SITUATIONS 


The boy and the cat.—The tortoise-shell cat was the 
family pet. George had formed the habit of harnessing 
every animal he could get hold of. The lot this time fell 
upon the cat. He had been warned by his family not to 
treat his pets in this way, but this day he harnessed the 
cat and tied him in a stall under the back porch. His 
mother called him and sent him on an errand. When he 
returned, he went at once to untie the cat, but found that 
it had jumped through the cellar window. The cord, 
being too short, had held fast and strangled it to death. 

QUESTIONS 

1. Was there anything wrong in: what George did? What 
was it? 

2. Why do you think George did such a thing? What could 
have prevented him from doing it? 

3. Are cats of any value? Was it as important to be thoughtful 
as if it had been a valuable dog? 

What a boy did to a sparrow.—Howard was doing his 
chores. Suddenly he saw a sparrow fall from the roof of 
the barn. He ran quickly and caught the sparrow and 
gave it alive to his pet cat. When his mother spoke to 
him, he replied, “If it is wrong to give a sparrow to a cat, 
why do we eat chickens?” 

QUESTIONS 


1. Was this comparison Howard made a good one? Why do 
you think so? 

2. Of what good are sparrows? 

3. Is there anything wrong in giving any bird to a cat? Why? 


173 


174 RIGHT LIVING 


REFERENCES 


From the Bible-—‘‘A righteous man regardeth the life of his 
beast.” —Prov. 12:10. ‘ 

‘‘Are not two sparrows sold for a penny? iti not one of them 
shall fall to the ground without your Father.”—Matt. 10: 29. 

Exod. 23: 10-12; Deut. 22:6—7; 25:4. 


From general literature.— 
“He prayeth best who loveth best 
All things both great and small, 
For the dear God who loveth us, 
He made and loveth all.” 
—COLERIDGE, The Ancient Mariner 


“The Birds of Killingsworth,”’ Longfellow. 


WHAT TO DO 


1. Why did the law in Deuteronomy forbid the 
people’s taking the mother with the young? Why should 
there be a command not to muzzle an ox? | 

2. Read the poem, ‘‘The Birds of Killingsworth, ‘ 
Write what you think are the teachings of this poem. 

3. Ask the librarian to give you a book about the life 
and work of James Audubon or George T. Angell. Write 
a brief biography of the one you read about. 

4. Do you know of any boys or girls who are cruel to 
animals? Tell about them. 

5. Bring to class as many suggestions as possible on 
ways of being kind to animals, and let your class make 
plans for observing “‘Kindness to Animals Week.”’ 

6. Do not forget to choose a motto and take it with 
you to the class. : 


Answers to Questions 


Answers to “What to Do’’ 


LESSON TWENTY-ONE ay | 


STORIES YOU WILL ENJOY 


“Famine in the Wilderness,” in The Trail to the Woods, C. 
Hawkes, p. 129. 

“What Puzzled the Doe,” in the same book, p. 91. 

“Stories of St. Francis,” in Lives and Stories Worth Remember- 
ing, G. H. Kupfer, p. 96. 

“Love Tamed the Lion,” in Stories from Life, O. S. Marden, 
p. 168. 

“The Mischievous Wolverine,” in Animal Folk Tales, G. 
Stanley, p. 89. 

“Hans and His White Pussy,” in the same book, p. 29. 


PRAYER 


(Use it throughout the week.) 

“Dear heavenly Father, thou hast given us dominion 
over the animals; and as they are often dependent on us, 
may we be kind and gentle toward them. Keep us from 
ill-treating or teasing any living thing that thou hast 
made. Forgive us if we have ever ill-treated any animals. 
Help us to show love and pity to all thy creatures. 
Amen.” 








Answers to “What to Do” 


LESSON 22 


LIFE-SITUATIONS 


“She is a camp fire girl.”—They were giving a big 
pageant at the Y.W.C.A. The preparation required a 
great deal of work. The girls had to rehearse every night 
for several weeks, and they were very tired. 

Then came the night of the performance with the 
strain of appearing before an audience of a thousand 
people. By the time the affair was over, the girls were 
completely tired out, and they wanted to get home and 
to bed. 

They all rushed for their coats and hats except one 
girl, who was the youngest of the whole group. She start- 
ed to put things away. “Oh, don’t bother with those 
things tonight, you are too tired, and the scrubwoman 
will do it in the morning.” This is what the rest of the 
girls said. But she paid no attention to them and kept on 
working. Finally she could not stand their comments any 
longer, and turning to the girls said, “I don’t have to do 
this, but you forget that I am a Camp Fire Girl and it is 
our law to give service.” 


QUESTIONS 
1. Did she consider work a drudgery or a privilege? Why do 
you think so? 
2. Who was right, the Camp Fire Girl or the rest? Why? 


3. How do you think the girl felt after she did that? How did 
the others feel after she explained to them? 


181 


182 RIGHT LIVING 


Taking out the ashes ——Everyone in the house at the 
Jacksons’ has some special work assigned. Samuel has for 
his job the emptying of the ashes. 

One morning he seemed to be in a hurry and ran out 
without having attended to his work. When his mother 
called him back he became angry, sulked, and carelessly 
spilled the ashes on the floor. When he left he would not 
say goodbye to his mother. 


QUESTIONS 
t. Do you think Samuel liked to do his task?’ How can you 
tell? 
2. Suppose the rest of the family should do the same, what 
would happen to that house? 
3. Is it possible that Samuel could get himself to like his task? 


_ The girl who preferred to play.—Jane and Mary are 
close neighbors and friends. Last week, when Mary was 
told to mind her baby brother, she did so until Jane ap- 
peared in the yard. Mary then ran out and left the baby 
alone, knowing that Jane would take care of him. This 
was not the first time that aed had let kind-hearted 


Jane do this. 
QUESTIONS 

1. As Mary knew that Jane would take care of her brother, 
was it all right for her to leave him? Why do you think so? 

2. Do you think Mary considered her task a drudgery or a 
privilege? 

3. Should Mary have given up her play for the sake of her 
baby brother? Why? 

4. What kind of habit was Mary forming in what she did? 


REFERENCES 


From general literature.—Memorize Scout promise: 
“On my honor, I promise that I will do my best 
To do my duty to God, to my parents, and to my country.” 


Answers to Questions 


Answers to ‘What to Do’ 


LESSON TWENTY-TWO 185 


Memorize: “It is not the thing we like to do, but liking to do 
the things we have to do, that makes life blessed.” —GoETHE. 


“The world is full of beauty 
As other worlds above; 
And if we did our duty 
It might be full of love.” 
—GERALD MASSEY 


WHAT TO DO 


t. Do you know of any people who are always true 
to their duty? Tell about them. 

2. Suppose the fireman did as Mary did when there 
was a fire. What would become of the town? 

3. Suppose his mother would do the way this boy did. 
What would become of the home? 

4. Do Boy Scouts and Camp Fire Girls consider their 
work unpleasant duty? Why? 

5. Work out a plan to make some of your duties 
pleasant, and report to the class. 

6. Which of the readings would make a good motto? 
Write it down in your notebook. 


STORIES YOU WILL ENJOY 


“Griffin and the Minor Canon,” in Fairy Stories and Fables, 
J. Baldwin, pp. 109-19. 

An Old Fashioned Girl, L. M. Alcott. 

Children of the Tenements, J. A. Riis. 

The Widow O’Callaghan’s Boys, G. Zallinger. 

“Dolly Madison,” in American Hero Stories, Eva M. Tappan, 
D. 220. 

PRAYER FOR THIS WEEK 


“Dear heavenly Father, we are sorry for having 
shirked our duty at home, at school, at church, or toward 
our friends. We have let our mothers put away books, 


186 RIGHT LIVING 


papers, toys, and things that we have been playing with 
or using, when our mothers were as tired as we. Forgive . 
us for shirking our duty. 

“Father, help us to be faithful to every trust; to 
regard each task as the call of God to do our duty; and 
may we always consider each task a privilege, and remem- 
ber that by doing it, we serve thee.. Amen.” 





Answers to “What to Do’ 


LESSON 23 


LIFE-SITUATIONS 


The boys who refused to bring wood.—Mr. Reed’s Sun- 
day-school class went camping for the week-end. Every- 
body was glad to go out and get the experience of camp 
life. When they got out to the mountains and pitched 
their camp, each boy was to do certain work about the 
camp, such as carrying water, bringing wood for the fire, 
and keeping the camp clean. Each boy was to do his 
particular work without having to be told about it. 

It was getting near supper time, and when the two 
boys who were to do the cooking went to make a fire, they 
found no wood. So they called for Ed and Jim, whose task 
it was to supply wood. The latter instead replied, ‘“We 
are tired of gathering wood, let someone else do it.” 

They had brought only one load of wood thus far. 

QUESTIONS 

1. What was the trouble with these two boys? 

2. Suppose the rest of the boys had each said the same thing 
about their work, what would happen? 

3. Suppose some other boys had volunteered to go for the 
wood, should the rest of the boys have let them? Why? 

4. What should they have done to Ed and Jim? Why? 

The girls who showed resenitment.—The Camp Fire 
group were camping out tor a few days; each day two 
different girls took charge of camp, while the rest were to 
assist. 

One day Marion refused to help with the dinner, say- 
ing, “I don’t feel well.” 

189 


Igo RIGHT LIVING 


After dinner, when the dishes were washed and every- 
thing was cleared away, the girls went out to play games. | 
Miss Brown, their guardian, asked Marion how she was 
feeling, and when the latter replied, ‘‘All right now,” Miss 
Brown told her to come and join the rest. The two leaders 
resented this, saying, “‘No, we shall not let her play. It’s 
funny how she got well so suddenly.”’ 


QUESTIONS 


1. Were the two girls right in their stand? Why? 

2. Is it possible for a girl to get sick and feel all right in a 
little while? 

3. What should Miss Brown have done in that case? 


The boy who looked for fun.—There was a vacation 
school for boys and girls in the community, and everyone 
who attended was telling about the fun they were having. 

When ‘‘Fatty” (Benny), who was always looking for 
fun, heard about it, he decided to visit the school. The 
morning after, he refused to go back. When asked why, 
he said, ‘‘They don’t have no fun up there.’’ 


QUESTIONS 


1. Did the boys and girls who said they were having fun in the 
school tell a lie? 

2. How is it that Benny did not find it so? 

3. What was the matter with Fatty? 

4. What is likely to become of a boy like Fatty if he keeps on 
like this? 


REFERENCES 


From the Bible-—‘‘Whatsoever thy hand findeth to do, do it 
with thy might.”—Eccl. 9:10. | 
John 4:34; Prov. 6:9-11; 24:30-34; 26:13-16. 





Answers to “What to Do” 


LESSON TWENTY-THREE 193 


From general literature.— 
“For want of a nail, the shoe was lost, 
For want of the shoe, the horse was lost, 
For want of the horse, the rider was lost, 
For want of the rider, the battle was lost, 
For want of the battle, the kingdom was lost. 
And all for the want of a horseshoe nail.” 


“Lord, let me make this rule, 
To think of life as school, 
And try my best 
To stand each test, 
And do my work, 
And nothing shirk.” 3 . 
—BABCOCK 
“This is the gospel of labor, 
Ring it, ye bells of the kirk! 
The Lord of Love came down from above 
To live with the men who work.” 
—HENRY VAN DYKE 
“Fit the line hard; don’t fool and don’t shirk, but hit the line 
hard.””—THEODORE ROOSEVELT. 


WHAT TO DO 


1. Is it possible that the man who wrote Prov. 6:9 or 
26:13-16 had an experience similar to those in our lesson? 
Which of the three may it have been? Why do you think 
so? 

2. What do you think the sluggard in Prov. 24: 30-31 
was doing while he let his field go to weeds? 

3. Is a person always lazy when he refuses to do his 
work? Why do you think so? 

4. Are there times when we feel that something is the 
matter with us and still are not able to explain what it is? 
Give an example. 

5. What should be our attitude toward people who 


194 RIGHT LIVING 


refuse to do their work, or the things we ask them to do? 

6. Is it possible to study or work and still have fun? 
How? 

7. Are there different kinds of fun? Give examples. 
Which kind did Fatty like? 

8. Get from the library a book called Mother Stories, 
by Maud Lindsay, and read the story called “‘Dust under 
the Rug.’? Write down the story in your own words, and 
learn some of the verses which you like best. 

9. Learn the poem printed from Henry van Dyke. 

to. Choose a motto from the references of this lesson 
and write it in your notebook. 


STORIES YOU WILL ENJOY 


“Tramps,” in More Five Minute Stories, L. E. Richards, p. 117. 

“‘Why the Cuckoo Is So Lazy,” in Stories the Iroquois Tell Their 
Children, M. Powers, p. 95. 

“‘Georgia-lie-abed,” in Careless Jane, Pyle, p. 35. 

“Dame Halle,” in Story Plays Old and New, A. S. Varney, p. 15. 


PRAYER 


(Use it throughout the week). 

“Our heavenly Father, who workest all the time to 
keep us supplied with what we need, and thus keepest us 
happy, help us always to do our share, for others as well 
as for ourselves. Help us to love our work and to be happy 
when we do it. We ask this in Jesus’ name. Amen.”’ 


Answers to Questions 


Answers to “What to Do’’ 


LESSON 24 


LIFE-SITUATIONS 


The boys who went swimming.—Mother gave John and 
Elmer permission to go down to the river and play, but 
forbade them to go out in the water above their knees. 
The boys promised to do as their mother had told them. 

When they got down to the river, out of sight of home, 
they went in swimming, even though neither of the boys 
could swim very well. 


QUESTIONS 


1. Was the mother fair in what she asked of the boys? Why 
do you think so? 

2. Even if the mother had not been fair, should they have gone 
in swimming? Why? 

3. Do you think their mother will have confidence in what the 
boys promise next time? Why? 


The girls who played with lime.—Grace and her younger 
sister went out to play. Their mother told them not to 
play with the lime as they had done the day before, be- 
cause it was very dangerous. 

When they had been out for a little while and knew 
that their mother was not watching them any more, Grace 
suggested that they go over to the new house that was 
being built and play in the lime. Grace took hold of the 
hoe and was imitating the workingman. The younger sis- 
ter was occupied in making cakes. Suddenly there was a 
big splash from the hoe, which Grace had let drop into 
the lime. The lime flew into Grace’s sister’s face, filling 

197 


198 RIGHT LIVING 


her eyes with lime, with the result that she could not see 
for several weeks. 
QUESTIONS 

1. Who was to blame for what happened? Why? 

2. Do you think the little sister would have gone to play if 
Grace had not suggested it? Why do you think so? 

3. Besides disobeying and endangering her sister’s eyesight, 
what other wrong did Grace do? | 


The boy who rode in a spare tire.—Andrew’s mother 
was taking one of her friends for a ride in her car. When 
Andrew asked to go along, his mother told him that she 
wished him to stay home and do his chores, as it was time 
to feed the chickens. 

When they reached the place where they intended to 
go, they found Andrew sitting on the spare tire on the 
rear of the auto. 

QUESTIONS 

1. Was it fair for Andrew to do this? Why? . 

2. Suppose that it had not been chore time, and Andrew’s 
mother had asked him to stay home; would it have been all right 
for him to do what he did? Why? 

3. Was there any danger in what he did? What? 

4. How do you think his mother felt about it? 


REFERENCES 


From the Bible-—‘Children, obey your parents in all things, 
for this is pleasing unto the Lord.’”’—Col. 3:20. 

‘‘And he went down with them, and came to Nazareth;and he 
was subject unto them; and his mother kept all these sayings in 
her heart.”—Luke 2:51. 


From general literature.— 


“Tf you’re told to do a thing, 
And mean to do it really, 
Never let it be by halves; 
Do it fully, freely. 


Answers to Questions 





LESSON TWENTY-FOUR 201 


“Do not make a poor excuse, 
Halting, weak, unsteady; 
All obedience worth the name 
Must be prompt and ready.” 
—PHOEBE CARY 


Memorize: “Let us strive honestly to be faithful in all things.” 


WHAT TO DO 

1. Do our parents generally forbid us to do or have 
the things which are good for us? 

2. Should we always obey? When? Why? 

3. Must we always know why our parents do not 
want us to do or have some things? Why? 

4. Do people like boys and girls who disobey? 

5. Do people trust boys and girls who disobey? 

6. What kind of baseball team would you have if 
some of the boys disobeyed the captain? 

7. What kind of home would you have if everyone did 
just what he pleased? 

8. Do your mother and father always do what they 
would like to do? Ask them. 

9. To whom do they answer if they do not obey? Sup- 
pose your mother and father should refuse to obey any- 
thing, and just cared for their own pleasure; what would 
become of you? 

10. Have you ever disobeyed? 

11. What other harm is there in not obeying parents? 

12. Go to the library and get a story called Punish- 
ment in Camp, by Harry H. Kiefer. Read this and answer 
the following questions: Why do soldiers have to obey? 
Is it ever right for them to disobey? 

13. Note how many times you can obey this week, 
even though it means a sacrifice to you. 


202 RIGHT LIVING 


14. Choose a motto from the references given. Write 
it down in your notebook. 


STORIES YOU WILL ENJOY 
‘“‘The Crow’s Children,” in Indian Folk Tales, Mary F. N. 


Roulet. 
“Bessie’s Garden,” in Child Life in Prose, J. G. Whittier. 
“The Pony Engine,” in Christmas Every Day, W. D. Howells, 


past: 
PRAYER 
(Memorize this prayer and use it during the week.) 
“Gracious Father, forgive me if I have disobeyed 
when I should have obeyed. Help us all from now on to 
obey our parents and our leaders. Help me to be very 
careful today and during this entire week. In the name of 
Jesus who obeyed his parents. Amen.” 








LESSON 25 


LIFE-SITUATIONS 


The girl who played straws.—‘‘Ruth,”’ said her mother, 
“T am going upstairs to give brother a bath. As soon as 
I am through with him, you must come up and take 
yours.” Ruth was very busy playing straws with her 
cousin. 

“You had better put on some more hot water,” called 
the mother from the bathroom, ‘“‘so you will have warm 
water for your bath.” 

“All right, mother, I am going right away,” but she 
did not move. | 

The time came for her to take her bath, and when her 
mother called her she gave the same answer as before, but 
she did not move. After her mother had called her four 
times, she came down to see what had happened, and 
found that Ruth had not even heated the water. When 
her mother scolded her for not having heated the water, 
Ruth replied, “I did not know that you wanted me to heat 
the water.” 

QUESTIONS 


1. Did Ruth intend to put on the water when her mother told 
her? Why do you think so? 

2. Did Ruth tell a lie when she said that she did not know her 
mother wanted her to heat some water? Why do you think so? 

3. Do you think that girls or boys who do such things love 
their mothers? Why? 

4. What should her mother have done to her? 

205 


206 - RIGHT LIVING 


The boy who forgot.— ‘Wallace, take the empty milk 
bottle with you on your way to school, and leave it at 
the Souters’. Tell them you will stop on your way back 
from school. I will need the milk for supper; so do not 
forget it.” 

“All right, mother,” replied Wallace. 

It was 4:30 P.M., and Wallace had not come home. 
They had supper at 5:30, and his mother was getting 
worried. Finally, after a long wait, she went to look for 
him and found him playing in a neighbor’s yard with some 
boys. When she asked for the milk, he replied, “Why, I 
never had any milk!” “Oh, yes, I forgot to take the 
bottle along,” he added as a second thought. 

QUESTIONS 

1. What was wrong with Wallace? Did he mean it when he 
said, “All right, mother”? Why do you think so? 

2. What would happen if his mother made a habit of doing as 


Wallace did? 
3. What should his mother have done to him? 


The boy who was reading.—‘‘Lee! Lee! Lee!” “He 
probably is reading again and does not pay attention to 
my calling,” Mrs. Jenkins remarked after having called 
her boy several times. 

Whenever Lee gets interested in a book, he does not 
pay any attention to his mother. This time she needed 
him very badly, as she was trying to put out a fire in the 
kitchen and she wanted him to get some water for her. 
But Lee kept on reading just as if he had not been called 


at all. 
QUESTIONS 
1. What was wrong with Lee? Why did he not answer? 


2. Is there ever a time when one should not answer when 
called? When? 





Answers to ‘“‘What to Do’ 


LESSON TWENTY-FIVE 209 


3. What should his mother have done to Lee? 
4. What might have happened to Lee’s house as a result of his 
failure to help his mother put out the fire? 


REFERENCES 
From the Bible-—I Sam. 3:1-10, 19-21. 


From general literature.— 
“Lord God of Hosts, 
Be with us yet, 
Lest we forget, 


Lest we forget.” 
—KIPLING 


WHICH LOVED BEST? 


*“«T love you, mother,’ said little John, 
Then forgetting his work, his cap went on, 
And he was off to the garden swing, 
Leaving his mother the wood to bring. 


‘¢‘T love you, mother,’ said little Nell, 
‘I love you better than tongue can tell,’ 
Then she teased and pouted half the day, 
Till mother rejoiced when she went to play. 


“**T love you, mother,’ said little Fan, 
‘Today Ill help you all I can,’ 
To the cradle then she softly crept 
And rocked the babe till it sweetly slept. 


“Then stepping softly she took the broom, 
And swept the floor, and dusted the room, 
Busy and happy all day was she, 
Helpful and cheerful as a child could be. 


“**T love you, mother,’ again they said, 
Three little children going to bed; 
How do you think the mother guessed 
Which of them really loved her best?” 
—Joy ALLISON 


210 RIGHT LIVING 


WHAT TO DO 


1. Read the story of Samuel. 

a) What difference do you find between the boy 
Samuel and the boys and girls in this lesson? 

b) Suppose Samuel had been like the boys and girls; 
do you think what is written of him would ever have been 
said? Why? 

2. Get from the library a book by Pyle, Careless Jane. 
You will enjoy the entire book. If you are too busy to 
read it all, read pages 15-22. How is this story related to 
the lesson stories here? 

3. What is the difference between this kind of inatten- 
tiveness and disobedience? 

4. Can you think of any time when inattentiveness 
meant loss to you or someone you know? 

5. How does one learn to pay attention? 

6. How can one learn to pay attention to what mother 
says, or to other people who should be listened to? Tell 
about it. 

7. Do you know of anyone who is always saying, 
“By and by,” ‘‘Pretty soon,” ‘‘That is well enough, I 
guess”? Write a brief paper on how such a person would 
spend the morning. What would happen in the afternoon? 
What in the evening? What do you think would finally 
become of this person? 

8. Compare your work with that of the other mem- 
bers of the class. 

g. Suppose when the fire alarm signals a fie the fire- 
men should act like the boys and girls in the lesson; what 
would become of the homes and the people who lived in - 
them? 


Answers to Questions 





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LESSON TWENTY-FIVE 214 


10. Do not forget to choose a motto and take it with 

you to class. 
STORIES YOU WILL ENJOY 

“Darius Green and His Flying Machine,” in The Children’s 
Third Book of Poetry, E. Baker. 

“Stevenson’s Lighthouse,” in Lives and Stories Worth Remem- 
bering, G. H. Kupfer. 

“Lost,” in Glimpses of Pioneer Life, Livingstone, p. 106. 

Careless Jane, K. Pyle, pp. 7-15. 


PRAYER 


“Help us, O Lord God, never to be negligent in any- 
thing committed to us to do. Help us always to keep our 
ears open to the call of others, as Samuel did. May we 
realize that thou dost often speak to us through others. 
Forgive us for all our negligences. In Jesus’ name. 
Amen.” 





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LESSON 26 
LIFE-SITUATIONS 


The boy who was in a hurry.—‘T tell you she won’t 
come, and if she does she will come too late for the 
movies.” Connely was trying to persuade his mother not 
to wait for his girl cousin who was coming to visit them 
that evening. Her folks lived in the country and they 
were to bring her to her aunt for two weeks. It was about 
eight o’clock, the motion picture started at 8:15, and 
Connely was awfully disappointed. 

All of a sudden his little brother called in, ‘“‘Here they 
come!” 

The minute the car stopped, Constance jumped out 
and ran into the house. She gave Connely a little puppy, 
saying, “‘We had to wait for Mrs. Johnson. She promised 
to give me this Airedale for you when I came to visit you, 
and I did not want to go without it, because I knew how 
badly you were wishing for one.” } 

Connely was filled with joy because he had been 
wishing for one for a long time. Then his mother looked 


at him and—— 
QUESTIONS 
1. How do you think Connely felt when his mother looked at 
him, reminding him of what he wanted to do? 
2. How do you think his cousin would have felt if she had 
known what Connely: wanted to do? 
3. Did he deserve the Airedale? Why? 


The girls who were late for the picnic——Mr. David 
promised the girls that if they waited for him at the 


217 


218 RIGHT LIVING 


parsonage he would take them in his car to a certain beach 
where they wished to go. The girls were very anxious to | 
go, and so they reached the parsonage quite early. 

After waiting for two hours and seeing no sign of Mr. 
David, four of the girls decided they would walk and beg 
for a ride on the way. Ten minutes after they left, Mr. 
David came and apologized for being late; he had had 
a blowout on the way. He then took the remaining six 
girls and went on to the beach. After waiting half an hour 
for the other four girls, who did not come, Mr: David took 
the six girls out rowing in his rowboat. Just as they were 
getting ready to go home, they noticed four girls strolling 
onto the beach tired out, almost crying, because they had 
not been able to get a ride and had had to walk all the 
way. They were cross because Mr. David did not come 
back to meet them. 


QUESTIONS 


1. Whose fault was it that these girls had to walk? 

2. Was there any way that they could have avoided having 
to walk? How? 

3. Should Mr. David have gone to meet them? Why? 


The boy who wanted a hammock.—George worked hard 
the first two weeks of his vacation so that he might be 
able to go for the next two weeks to a vacation school 
where he could make a hammock for himself. When he 
got to the vacation school, he was told that before he 
could work on a hammock, which required expensive 
material and time, he had first to prove that he had 
enough patience to make a scrap basket. Being in such a 
hurry to get to his project, he made a fizzle of the several 
baskets he worked on, so that he spent the entire two 


Answers to Questions 


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LESSON. TWENTY-SIX 221 


weeks on the baskets and did not get a chance to make a 
hammock, 


~ QUESTIONS 


1. Do you think the school-teacher was right in making George 
spend all his time on the basket? Why? 

2. Who was to blame that George did not get his wished-for 
hammock? Why? 
3. Was it possible to learn to make both? Why do you think 
Bone 


REFERENCES 


From the Bible-—“But let patience have her perfect work, that 
ye may be perfect and entire, wanting nothing.’’—James 1.4. 


From general literature — 
‘““A pocket-handkerchief to hem—- 
Oh dear, Oh dear, Oh dear! 
How many stitches it will take 
Before it’s done, I fear. 


“Vet set a stitch and then a stitch, 
And stitch and stitch away, 
Till stitch by stitch the hem is done; 
And after work is play!” 

——(C, G. ROSSETTI 

“Endurance is the crowning quality ° 

And patience all the passion of great hearts.” 

—LOWELL 


WHAT TO DO 


1. Do you think the boys and girls in our lesson had 
very much patience? Why do you think so? 


2. 
Not in the clamor of the crowded street, 
Not in the shouts and plaudits of the throng, 
But in ourselves are triumph and defeat. 
—LONGFELLOW 


222 RIGHT LIVING 


Do you think that Longfellow had in mind such people 
as these boys and girls? Tell why you think so. 

3. Look up in the dictionary the meanings of “‘pa- 
tience” and “‘perseverance.”’ 

4. Ask an artist, a piano-maker, a music-teacher, a 
doctor, a grocer, a watch-maker, whether he needs pa- 
tience and perseverance in his work, and how much. Then 
write down their names in order, beginning with those 
that say they need the least patience. 

5. Do you know of anyone else who had patience? 
Who is that? 

6. Try and see how much patience you will have this 
week with yourself and with others. Write it down daily 
and see whether you are developing your patience. 

7. Do not forget to choose a motto for this lesson. 


STORIES YOU WILL ENJOY 

“Bernard of the Tuileries,” p. 160; “How Stanley Found 
Livingstone,” p. 141; ‘““From Store Boy to Millionaire,” p. 77; 
“Sir Humphrey Davy’s Greatest Discovery,” p. 65; ““The Might 
of Patience,” p. 56; ‘“The Uplift of a Slave Boy’s Ideal,” p. 114, 
in Stories from Life, O. S. Marden. 

“Different Kind o’ Bundles,” in Story-Tell Lib, Slosson. 

PRAYER 

(Use it throughout this week.) 

“Loving Father, thou who hast so much patience with 
us all the time, we thank thee for the patience thou hast 
given to our parents, our teachers, to the scientists, to all 
the people who work on difficult tasks. Help us to grow 
like thee, full of patience and perseverance. May we 
never become discouraged, but may we keep at our task 
until it is finished, so that we may be trustworthy boys 
and girls: We ask this in Jesus’ name. Amen.” 


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